Abstract
Abstract An examination is offered of the structure of talk in interviews in which careers officers ask mildly mentally handicapped teenagers about their preferences for post-school placement. Careers interviews in the special school represent a particularly asymmetrical version of professional/client interaction, in which the direction and scope of talk is determined almost wholly by the professional. The difficult task of getting mentally handicapped leavers to ‘take the floor’ in the formal interview situation is one that careers officers typically approach by moving towards certain highly directive elicitation practices. It is argued that information gathered via traditional interviews amounts to an extremely problematic basis for placement. Possible directions for changes in the focus of careers work with such leavers are suggested.
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