in facilitating college transition among students with disabilities (Serebreni, Rumrill, Mullins, & Gordon, 1993). The model encompasses (a) psychosocial ad- justment, (b) academic development, and (c) college and community orientation as essential elements of successful transi- tion to higher education settings. For suc-' These are four difficulties commonly experienced by students with disabilities when they make transitions from school to college or other postsecondary institu- tions (Cordoni, 1982; Dalke & Schmitt, 1987; Evenson & Evenson, 1983; Rosenthal, 1989) (see box "Transition Dilemmas "). II A DECREASE IN TEACHER-STUDENT CONTACT AN INCREA E IN ACADEMIC COMPETITION A CHAN GEl NPR N L lJ rr IT TW A It r I r t THE HIGHER EDUCATION T SITION ODEL: Guidelines for Facilitating College Transition Among College-Bound Students with Disabilities Barbara C. Garlin Phillip Rumrill Riqua Serebreni • Special educators can take proactive steps to improve their students' prospects for college success. This article pre- sents the Higher Education Transition Model, which can be used to facilitate college transition for students with dis- abilities, and suggests implementation guidelines for special education teachers. Higher Education Transition Mode' The Higher Education Transition Model is a three-part framework for use cessful transition to occur, all three elements must be in place. They not only coexist, but they interact to bring balance in the process of adjusting to college life. Psychosocial Adjustment. For many students (with and without disabilities), college experiences form the bridge between ado- lescence and adulthood. Accordingly, meeting people, making friends, and forming social networks comprise an in- tegral component of the higher education transition process. Psychosocial adjust- ment tasks of higher education transition 30 • THE COUNCIL FOR EXCEPTIONAL CHILDREN