Surveys of facilities for disabled adults in Australia have indicated that the Activity Therapy Centre, a form of continuing education, was seriously deficient. One approach to improving the effectiveness of ATCs was the development of a formative evaluation procedure which could focus upon information likely to be useful in upgrading the programs offered. The paper describes the principles underlying the evaluation procedure (SEP), its development and application. Modification of SEP hasenabled its use in evaluating special school programs as well as ATCs. The relevance of SEP principles to evaluating TAFE programs for adults with disabilities is discussed.