All people vary in their needs and abilities; however, typical research practices do not consider these variations, which likely impacts who participates in research studies. Additionally, few PER studies have investigated aspects of disability or reported disability identity. Combined, this means that PER researchers typically do not seek out the experiences of disabled people and disabled people might not have access to participate in research studies. In this paper, we demonstrate how a research team can use principles from Universal Design for Learning and the Variation Planning Tool to anticipate expectations of ability and create flexible options in a qualitative research study. We then demonstrate how different interview structures can impact disabled participants through a case study with three participants, all of whom self-identified as students with attention deficit-hyperactivity disorder. Finally, we conclude with implications and suggestions for researchers in planning their study designs. It is critical that, as physics education researchers, we anticipate, welcome, and support disabled participants in our research, particularly as interviews are a prevalent method in the field. Through the example presented in this paper, we hope to encourage researchers to examine their own methods through the lens of accessibility and to offer alternative formats in their research design as a means to combat ableism and to provide access to all research participants. [This paper is part of the Focused Collection on Qualitative Methods in PER: A Critical Examination.]