Evaluating a pilot education-to-work program for adults with Down syndrome

•The principle of evaluative reasoning is a neglected area in educational research.•The applied principle provides findings for program refinement and improvement.•PSE programs can bridge gaps in work experience opportunities for adults with DS.•PSE programs can foster more inclusive education and work settings.•Speech therapy in PSE programs can facilitate transitions to a workplace setting. Low employment rates of individuals with intellectual disabilities in Australia stem from apprehensions about their abilities to engage in work, and employers’ low confidence in hiring them in paid positions. Drawing on principles of evaluative reasoning, this paper reports on findings from a mixed-methods formative evaluation. It was conducted to understand the need for a two-year Education-to-Work training program, the quality of its content, and the views that 8 parents, 5 facilitators, and 4 students had about changes attributable to the program after its first year. Program performance was assessed against the quality standards of excellent, good, satisfactory, marginal, and needs improvement. Findings from the evaluation highlighted the potential usefulness of post-secondary education (PSE) transitioning programs to secure longer term employment, for adults with Down syndrome. Specific recommendations are made to improve the quality of the program, and abstractions gleaned from the study are highlighted.