<![CDATA[Students with disabilities in higher education often face various challenges during the transition from previous educational levels to a more complex academic environment. These challenges are not only related to academic aspects but also include accessibility of facilities, learning processes, social interaction, and support from the campus environment. This condition indicates that students with disabilities require a comprehensive support system to adapt optimally. This study aims to develop a mentoring model for students with disabilities through collaboration between peer support and volunteers in higher education to support academic and social adaptation. The study employs a Research and Development (R&D) method, with data collected through observation and in-depth interviews involving students with disabilities, peers, and volunteers. Data were analyzed qualitatively using the Miles and Huberman model, which includes data reduction, data display, and conclusion drawing. The results show that peer and volunteer support play a significant role in helping students with disabilities understand course materials, participate in academic activities, and build social interactions. However, several challenges remain, including limited accessibility facilities, the absence of a structured mentoring system, and a lack of awareness among academic communities. The novelty of this study lies in the development of a collaborative mentoring model based on the systematic integration of support from peers, volunteers, and institutions. The output of this study is a three-phase mentoring scheme consisting of needs assessment, mentoring implementation, and continuous evaluation. This model contributes as a reference for the development of inclusive education services in higher education.]]>
