Thinking About Adaptations

If you know the *primary disability for the interviewee, then find it on the chart below. 

Note the “suggested” strategies listed below that might be necessary in order to communicate with this individual most effectively. Some disabilities will primarily fall into one area of “challenge”; however, the majority of children with disabilities will be affected by multiple learning challenges that affect the INPUT of information, PROCESSING of that information, and the OUTPUT of information.

*(VI, HI, Physical, MR)

*(SLD, SED, MR, ID, Autism, ADHD)

*(Speech, HI, Physical, ID/MR)

Sit at the same level

Provide structure

Sit at the same level

Use normal voice tones

Minimize distractions

Interpreter needed

Visual aids

Concrete language

Aided communication

Interpreter needed

Age appropriate language

Listen carefully

Alternative communication

Break down complex ideas

Watch body language

Written messages

Speak distinctly

Props may be necessary

Distinct / clear speech


Multiple modalities used

Limit noise



Have I identified what aspect (i.e. I,P,O) of the interview might be the greatest challenge for this particular individual so I can prepare adaptations