Background: The large South African population of people with disabilities presents unique challenges for training organisations because there is no training model that accommodates the demands of all disabilities. The site of the research was a private, nonprofit training institution with disability-friendly infrastructure which did not adequately prepare students for employment.Objectives: The intention was to interrogate training models used at the institution, from the perspectives of students, facilitators and prospective employers. As there was no suitable assessment instrument, one that was fit for purpose was developed. The Adaptable Component-based Assessment Model (ACA Model) was the result.Method: A case study using mixed methods was employed. The interpretive research paradigm allowed for purposive sampling. This article reports on the qualitative first phase of the study. The ACA Model was developed, and iterative applications provided information about areas that needed improvement before the second phase was initiated.Results: The results all indicated that the existing programmes needed to be evaluated with the view for improvement. Various training models can be used to train students with disabilities, but they need to be assessed to ensure that they are integrated, holistic and student centred. Because different accommodations need to be taken into account for various disabilities, the ideal assessment model needs to be adaptable.Conclusion: The ACA Model is an appropriate assessment model as it is based on individual learner affordances, workplace affordances, the holistic development of students and workplace absorption.Contribution: The research contributes to knowledge and practice as the resultant ACA Model can be used to the benefit of students and education institutions. The model can be tailored to the needs of all groups of students, especially those with disabilities.