As IT managers sometimes we tend to think that we know it all – that we have all of the IT manager skills that we need. This can be dangerous, especially when it comes to conducting job interviews. If you don’t have the right IT manager training then what goes on during a job interview just might land both you and your company in court and that’s something that nobody wants. Let’s take a look at what you must never say during a job interview.
10 Things To Never Ask During A Job Interview
As IT managers we are naturally curious about anyone who has applied to join our team. Why do they want to join? What have they done in the past? Who are they? These are all natural questions; however, rules and regulations have been established to limit the types of questions that we can ask when interviewing a candidate for a job.
Although none of us likes to feel as though a conversation that we are going to be having is restricted in any way, it turns out that the rules surrounding job interviews are handicap placard actually a good thing. What everyone is trying to avoid is having a job candidate be rejected for the wrong reasons – things have nothing to do with their ability to perform the job.
So what can’t you talk about during a job interview? It turns out that anything having to do with a person’s physical nature, their religious or political beliefs, or where they came from are all off limits. Just to get a bit more granular, here are 10 topics that you need to steer clear of during your next job interview:
If your child has been diagnosed with Attention Deficit Hyperactive Disorder, it is essential that you learn facts about inclusion in the classroom for children exhibiting signs of ADHD. In the year of 1975, a special Act was passed called the “Education for All Handicapped Children”. This Act outlines the fact that all children that have been diagnosed with a disability are provided with the opportunity to receive public based education. In the years of 1990 and 1997, as well as the year 2004, several reauthorizations were conducted regarding this Act. It then became known as the “Individuals with Disabilities Education Act” or “IDEA”. The mandates of this Act are much the same. However, it also includes the fact that students should be able to receive their public based education in the classroom environment that is considered to be the least restrictive. Children with signs of ADHD no longer have to be taught in special education classrooms. They may be a part of classrooms that include children that do not have disabilities.
Inclusion in the classroom is highly beneficial for children exhibiting signs of ADHD in many ways. This permits children experiencing this disability to socialize with children their own age. As a result of this socialization, the child is capable of developing friendships. In addition to this, the students are not made to feel isolated from their peers. By being in the same classes and subjected to the same experiences, it provides them with a solid sense of belonging. As a result, they are able to see how children their age act socially. They will be able to view the behavioral characteristics of children the same age and will be able to achieve the same levels of academic success as their peers that are not hindered by a disability. Inclusion in the classroom for children with signs of ADHD also permits them to see that the world consists of a high level of diversity – which better prepares them for life as an adult.
In the past, inclusion in the classroom was not a concept that was valued by most educational facilities. Many believed that having a special needs child in the classroom – such as those with signs of ADHD – could hinder their ability to teach and the success of students in the school that did not have a disability. In many instances where inclusion in the classroom was attempted, the educators had exceptionally low expectations or no expectations at all for the students with disabilities. However, as time progressed, the system was tweaked and the misconceptions were eliminated. Inclusion in the classroom for children exhibiting signs of ADHD is about a child being provided with the same opportunities as their friends, their siblings, and other students that do not have disabilities. Inclusion in the classroom is about being equal, but providing opportunities for students that have disabilities and students that do not have disabilities. If your child has signs of ADHD, it is important that you learn as much as you can about this and other educational resources that will permit them to excel academically.