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.

在澳大利亚，智障人士的就业率低是由于他们对工作能力的担忧，以及雇主对雇用他们担任有薪职位的信心不足。根据评估推理的原理，本文报告了混合方法形成性评估的发现。进行此项调查的目的是要了解为期两年的“从工作到教育”培训计划的必要性，内容的质量，以及第一年后8位家长，5位主持人和4位学生对归因于该计划的更改的观点。计划的执行情况是根据优秀，良好，令人满意，不满意和需要改进的质量标准进行评估的。评估的结果强调了唐氏综合症成年人接受中等教育（PSE）过渡计划对确保长期就业的潜在作用。提出了具体的建议以提高程序的质量，并突出显示了从研究中获得的抽象。