Students will become highly skilled and reflective practitioners while supporting people of all ages to live as independently as possible, while promoting inclusive communities. Courses will focus on mental and physical health, interpersonal skills, teaching and positive behaviour supports. You will learn how to collaborate and build relationships with family members, and to work with the diverse network of professionals who support people with developmental disabilities. The program includes over 700 hours of field experience with community agencies and school partners. There are four semesters, which include the field placement.
If you believe that having a positive and direct impact on the lives of people with developmental disabilities is a career worth pursuing, then the Developmental Services Worker (DSW) program is designed for you.
Students will become highly skilled and reflective practitioners while supporting people of all ages to live as independently as possible, while promoting inclusive communities. Your courses will be dynamic with a focus on mental and physical health, interpersonal skills, teaching and positive behaviour supports. You’ll learn how to collaborate and build relationships with family members, and to work with the diverse network of professionals who support people with developmental disabilities.
With nearly 700 hours of field experience with community agencies and school partners, you’ll gain the first-hand experience and confidence necessary for success as a developmental support worker.
You’ll also have the opportunity to transfer credits for further education at universities such as Ryerson, Windsor, Calgary and Western.
Graduates of Fanshawe’s Development Services Worker program will be employed within community-based agencies and board of education to support persons with developmental disabilities by promoting life skills, education, employment and leisure support. Graduates are also trained in counselling, advocacy, health and pharmacology.
Did you know Fanshawe consistently ranks high in graduation employment rates among large colleges in Ontario?
Here are some examples of career opportunities for graduates of Fanshawe’s Development Services Worker program:
Developmental Service Worker
Provide a high quality of service and support to people with developmental disabilities by striving to promote and facilitate community inclusion and meaningful participation.
Service Navigator
Work with individuals, their families and community agencies to address the needs of adults living with a developmental disability and/or seeking developmental services to address a diagnosis.
• Grade 12 English
• ILAC Pathway 3.2 or IELTS 6.0 with no band less than 5.5 (SDS program – IELTS score 6.0, no band less than 6.0)
• (Post-admission): Time sensitive – Standard First Aid course certificate and Basic Rescuer course certificate; evidence of good health; police record check; placement agreement
Fanshawe Toronto@ILAC is accepting Duolingo for the programs for 2023-2024. Acceptable language proficiency tests are IELTS, TOEFL, CAEL, PTE, Cambridge English, and Fanshawe College English Language Evaluation (ELE)
Level 1
Gen Ed – Take a 3 credit General Education elective course.
Take all of the following Mandatory Courses:
This course describes the etiology and characteristics of various developmental disabilities and syndromes including the implications for support. Students will learn about causes of common disabilities and methods of prenatal assessment and screening.
This course examines the field of Developmental Psychology in the context of physical, cognitive, language, social & personality development throughout the human lifespan. The major theoretical models and research related to human development will be presented. Comparisons will be made between typical and atypical development throughout the lifespan. Application of theory and knowledge to persons with developmental disabilities will illustrate the various forms of support that Developmental Services Workers can provide in order to promote development throughout the lifespan.
This course will introduce Community Studies students to essential principles of reading, writing, and reasoning at the postsecondary level. Students will identify, summarize, analyze, and evaluate multiple short readings and write persuasive response essays to develop their vocabulary, comprehension, grammar, and critical thinking.
This course provides a working knowledge of service systems for people with Developmental Disabilities in Ontario including history and its impact on current services. This course also examines marginalization and its impact on the provision of support.
This course assists students in developing a personal philosophy of support by examining their personal and professional values within the context of labelling theory, advocacy, empowerment, stereotypes, diversity, inclusion and boundaries.
This course introduces the student to the promotion of the health and well-being of people with a developmental disability through the study of healthy body systems and basic health promotion skills. Emphasis will be placed on the role of the DSW as a member of an inter-professional health care team.
This course examines the elements of person-directed planning, including the theories, values, legislation, processes, practices and tools that are used as a means of supporting people who have developmental disabilities. A variety of current person-directed planning tools will be discussed, applied, and evaluated, and comparisons will be made between person-directed planning approaches and other individual planning approaches. Students will synthesize and apply their knowledge of person-directed planning to support and empower people with disabilities to develop and achieve their dreams and goals, and to become valued citizens in their communities.
This course introduces Developmental Services Worker students to values, principles and skills essential to understanding their role as a Direct Support Professional. The student will be able to describe the professional values and ethics of the Developmental Services Worker profession and its application to the field. Students will also be introduced to the importance of evidence-based practice. Students will apply the principles and standards as they learn the process of developing their own personal and professional goals in the field of developmental services.
Level 2
Take all of the following Mandatory Courses:
Group 1
This course will introduce students to the field of communication and augmentative communication in particular. The course will help the students to comprehend, analyze, synthesize and evaluate the multiple factors associated with supporting and interacting with individuals who communicate using specialized communication techniques or devices.
This course will examine the theories, principles, and applications of learning and teaching as a means of supporting people who have diverse abilities. Students will develop a variety of teaching plans to facilitate learning in home, educational, community, employment, and social settings.
This course will provide the student with a body of knowledge of current intervention strategies applied in the support of persons with developmental disabilities. Students will be able to list and use the elements of the DSW Code of Ethics with respect to behavioural approaches and adhere to pertinent legislation. Students will also be able to identify the elements of behavioural learning theory, list the behavioural rules and describe how learning theory can be implemented. Crisis intervention techniques will be learned and demonstrated by students according to industry standards. Students will learn documentation requirements related to crisis intervention.
This course, designed for students who plan to work in the field of Community Studies, focuses on professional written and verbal communication skills. Students learn to prepare a variety of work-related documents. In addition, students learn about research methods and documentation formats. The principles of effective writing – organization, grammar, style, clarity, and tone – are reinforced throughout the course. The goal of the course is to prepare students for the communication tasks and considerations they will encounter in the Community Studies workplace in order to meet the needs of employers and/or the communities they will serve.
This course assists students in developing a personal philosophy of support by examining their personal and professional values within the context of labelling theory, advocacy, empowerment, stereotypes, diversity, inclusion and boundaries.
This course introduces the student to the promotion of the health and well-being of people with a developmental disability through the study of healthy body systems and basic health promotion skills. Emphasis will be placed on the role of the DSW as a member of an inter-professional health care team.
Students will demonstrate interpersonal skills appropriate to the role of a Developmental Services Worker when working with people with developmental disabilities, their families, and the developmental services sector. Skills for relationship building and advocating with people with developmental disabilities with be explored. Different formats for communication will include electronic and written communication. Students will be introduced to duty to report and demonstrate Behavioural Based Interviews.
Group 2
Take all of the following Mandatory Courses:
(Minimum Grade B)
This course provides the student with a basic theoretical knowledge about common prescription and non-prescription medications prescribed for persons with a developmental disability. Focus will be placed on the roles and responsibilities of a DSW as a member of an inter-professional health care team.
Group 3
Take all of the following Mandatory Courses:
(Minimum Grade C)
This course provides the student with techniques for gathering formal and informal information, data collection, and making and recording observations. Students will learn the importance of reflecting quality care in standard documentation practices. Accountability will be incorporated throughout the course by the use of practical application examples of documentation standards and communication techniques. Students will also learn the transcriptions skills necessary for the creation and/or maintenance of Medication Administration Records (MAR).
Level 3
Take all of the following Mandatory Courses:
Group 1
The Developmental Services Worker student will demonstrate the knowledge to implement behavioural support plans for people with developmental disabilities. The student will demonstrate an understanding of behavior learning theory, behavioural observations, data collection and functional behavior assessments.
This course will examine the theories, principles, and applications of learning and teaching as a means of supporting people who have diverse abilities. Students will develop a variety of teaching plans to facilitate learning in home, educational, community, employment, and social settings.
This course will provide the student with a body of knowledge of current intervention strategies applied in the support of persons with developmental disabilities. Students will be able to list and use the elements of the DSW Code of Ethics with respect to behavioural approaches and adhere to pertinent legislation. Students will also be able to identify the elements of behavioural learning theory, list the behavioural rules and describe how learning theory can be implemented. Crisis intervention techniques will be learned and demonstrated by students according to industry standards. Students will learn documentation requirements related to crisis intervention.
This course, designed for students who plan to work in the field of Community Studies, focuses on professional written and verbal communication skills. Students learn to prepare a variety of work-related documents. In addition, students learn about research methods and documentation formats. The principles of effective writing – organization, grammar, style, clarity, and tone – are reinforced throughout the course. The goal of the course is to prepare students for the communication tasks and considerations they will encounter in the Community Studies workplace in order to meet the needs of employers and/or the communities they will serve.
This course assists students in developing a personal philosophy of support by examining their personal and professional values within the context of labelling theory, advocacy, empowerment, stereotypes, diversity, inclusion and boundaries.
This course introduces the student to the promotion of the health and well-being of people with a developmental disability through the study of healthy body systems and basic health promotion skills. Emphasis will be placed on the role of the DSW as a member of an inter-professional health care team.
Students will demonstrate interpersonal skills appropriate to the role of a Developmental Services Worker when working with people with developmental disabilities, their families, and the developmental services sector. Skills for relationship building and advocating with people with developmental disabilities with be explored. Different formats for communication will include electronic and written communication. Students will be introduced to duty to report and demonstrate Behavioural Based Interviews.
DESIGNATED LEARNING INSTITUTE NUMBER: O271444185572
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