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This chapter describes experiences of inclusion from the perspective of young adults with Down syndrome, participating in an intensive education to work (EtW) training programme. The programme, designed by a non-governmental organisation (NGO), was conducted within a private university in Australia working in partnership with the NGO. Drawing from a broader formative evaluation of the programme, the case study investigated how inclusion was described and understood by the student participants and individuals involved in facilitating or supporting the programme. Data collection involved conducting a focus group interview with student participants and face-to-face interviews with their teachers, a student volunteer and two university lecturers who interacted with students in the programme. The findings have been used to improve the processes of the programme currently undergoing its third iteration. Findings suggest the need to consider at least two levels of provision in the development of equitable education for individuals participating in this programme. These include considering their voices at the level of programme design, and secondly, deliberately facilitating disability confidence programs for university students and staff. The study notes that embedding education to employment training programs for individuals with intellectual disabilities within university settings provide them with opportunities to experience and access higher education; however, more investigations are needed to ascertain what equitable higher education in practice means for them. [ABSTRACT FROM AUTHOR]

• 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. [ABSTRACT FROM AUTHOR]