Program delivery note
Program delivery note: Fanshawe will temporarily deliver this program as listed under "locations" to the right of your screen or in the "+ more details" menu on mobile.
Fast Track Developmental Services Worker (DSW) program - 2022/2023
Do you believe having a positive and direct impact on the lives of people with developmental disabilities is a career worth pursuing? Are you looking for personal and professional satisfaction on a daily basis? If so, Fanshawe's Developmental Services Worker (DSW) Fast Track program will guide you toward your goals in just 12 months.
Using a biopsychosocial approach to complex needs, you'll become a highly skilled and reflective practitioner 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. And with over 700 hours of field experience with community agencies and school partners, you’ll gain the first-hand experience and confidence necessary for success. You'll also have the opportunity to transfer credits for further education at universities such as Ryerson, Windsor, Calgary and Western.
Fanshawe DSW program graduates are in high demand. The majority of grads - if not all - find fulfilling employment within six months as direct support professionals, case managers/service coordinators or as educational assistants at a school board.
Admission Requirements - 2022/2023
Admission Requirements
An Ontario College Diploma in Community Studies
OR
A University Degree in Psychology,
Sociology or a related Social Sciences area
OR
A combination of relevant education and
work experience in a related field as judged by the College to be
equivalent to the above
English Language Requirements
Applicants whose first language is not English will be required to demonstrate proficiency in English by one of the following methods:
- A Grade 12 College Stream or University Stream English credit from an Ontario Secondary School, or equivalent, depending on the program's Admission Requirements
- Test of English as a Foreign Language (TOEFL) test with a minimum score of 79 for the Internet-based test (iBT), with test results within the last two years
- International English Language Testing System (IELTS) Academic test with an overall score of 6.0 with no score less than 5.5 in any of the four bands, with test results within the last two years. SDS Program Requirements.
- Canadian Academic English Language (CAEL) test with an overall score of 60 with no score less than 50 in any of the four bands, with test results within the last two years
- Pearson Test of English Academic (PTE) with a minimum score of 53, with test results within the last two years
- A Cambridge English Test (FCE/CAE/CPE) with an overall score on the Cambridge English Scale of 169 with no language skill less than 162, with test results within the last two years
- An English Language Evaluation (ELE) at Fanshawe College with a minimum score of 70% in all sections of the test, with test results within the last two years
- Fanshawe College ESL4/GAP5 students: Minimum grade of 80% in ESL4/GAP5 Level 8, 75% in ESL4/GAP5 Level 9, or 70% in ESL4/GAP5 Level 10
Applicant Selection Criteria
Where the number of eligible applicants exceeds the available spaces in the program, the Applicant Selection Criteria will be:
- Preference for Permanent Residents of Ontario
- Receipt of Application by February 1st (After this date, Fanshawe College will consider applicants on a first-come, first-served basis until the program is full)
- Achievement in the Admission Requirements
Post-Admission Requirements
The following items are applicable to the program and are time sensitive. Please refer to www.fanshawec.ca/preplacement for important information about preparing for placement by the due date.
- Possession of a Standard First Aid course certificate (either St. John Ambulance or Canadian Red Cross or equivalent) and a Basic Rescuer course certificate (Level "C" CPR)
- Evidence of Good Health
- Police Record Check and Vulnerable Sector Screening, including a check of the Pardoned Sexual Offenders Database
- Placement Agreement
Courses
Developmental Services Worker (Fast Track)-2022/2023
| Level 2 | ||||
| Gen Ed - Take a 3 credit General Education elective course. | ||||
| Take all of the following Mandatory Courses: | ||||
Group 1 | ||||
| BSCI-1207 | Developmental Disabilities 1 | 3 | ||
| 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. | ||||
| PHIL-1016 | Philosophy of Support | 2 | ||
| 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. | ||||
| HLTH-1197 | Health & Wellness 1 | 3 | ||
| 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. | ||||
| BSCI-1211 | Developmental Disabilities 2 | 3 | ||
| 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. | ||||
| HLTH-1198 | Health & Wellness 2 | 3 | ||
| This course continues to explore the health and well-being of people with developmental disabilities through the study of common health conditions and diseases along with basic health care skills. Course content will be integrated with the role of the DSW as a member of an inter-professional health care team. | ||||
| BSCI-1027 | Intervention Strategies 1 | 2 | ||
| 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. | ||||
| BSCI-1010 | Developmental Psychology | 3 | ||
| 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. | ||||
| BSCI-1020 | Augmentative Communication | 2 | ||
| 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. | ||||
Group 2 | ||||
| TAKE THE FOLLOWING MANDATORY COURSE: (MINIMUM GRADE C) | ||||
| BSCI-1262 | Observations, Records & Accountability | 2 | ||
| 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). | ||||
Group 3 | ||||
| TAKE THE FOLLOWING MANDATORY COURSE: (MINIMUM GRADE B) | ||||
| PHRM-3019 | Pharmacology in DSW | 3 | ||
| 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. | ||||
| Level 3 | ||||
| Take all of the following Mandatory Courses: | ||||
Group 1 | ||||
| BSCI-1023 | Teaching Strategies | 4 | ||
| 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. | ||||
| HLTH-3038 | Health & Wellness 3 | 3 | ||
| This course provides the student with an opportunity to develop knowledge and practical skills in basic health care and in administration of medications appropriate to Developmental Services Work. The course will focus on the complex health needs of people with disabilities. This course will continue to explore the role and responsibilities of a DSW working within an interprofessional health care team. | ||||
| DEVL-3007 | Professionalism 2 | 2 | ||
| Students will be able to use communication and counselling skills appropriate to the role of a Developmental Services Worker. Students will use traditional counselling skills with consideration for people with developmental disabilities, their families and the developmental sector including electronic, oral, written and nonverbal. Students will be introduced to and demonstrate Behavioural Based Interviews. Students will develop strategies for self-care. | ||||
| FLDP-1019 | Field Placement 1 | 6 | ||
| This course is designed to enable the Developmental Services Worker student to apply in a field placement the theoretical knowledge gained from the academic courses in level 2 of the Developmental Services Worker Program. | ||||
| BSCI-3041 | Intervention Strategies 2 | 2 | ||
| 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. | ||||
| BSCI-1212 | Social Services | 2 | ||
| This course will describe how to access appropriate supports for people with developmental disabilities in Ontario. Pertinent legislation and how social services are delivered including how to access services will be examined. | ||||
| BSCI-1208 | Person-Directed Plans | 3 | ||
| 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. | ||||
Group 2 | ||||
| TAKE THE FOLLOWING MANDATORY COURSE: (MINIMUM GRADE C) | ||||
| BSCI-1213 | Abuse | 2 | ||
| This course provides the Developmental Services Worker student the working knowledge to understand and deal with all forms of abuse, including abuse of people with developmental disabilities. This course provides students with greater awareness of the vulnerability of people with developmental disabilities, the applicable legislation, regulations and standards of practice. | ||||
| Level 4 | ||||
| Take all of the following Mandatory Courses: | ||||
| HLTH-3039 | Health & Wellness 4 | 3 | ||
| This course offers the student an opportunity to integrate field practicum experiences with information which is focused on complex health needs of people with developmental disabilities. In the laboratory setting, the DSW student will continue to develop and apply pharmacology knowledge and skills within the role of a DSW. This course will continue to explore the roles and responsibilities of a DSW working within an interprofessional team. | ||||
| BSCI-1214 | Community Building | 3 | ||
| This course provides the student with the knowledge and skills necessary for professional interaction within the context of the Developmental Services sector. The course will examine the various roles that a Developmental Services Worker performs with individuals, families and other professionals. Past theoretical knowledge will be reviewed, discussed and applied within the context of case examples. | ||||
| DEVL-3009 | Professionalism 3 | 2 | ||
| Students will describe the importance of, and develop strategies for ongoing professional development. Students develop oral, written and job readiness skills through job search plans, mock job interviews, preparation of résumés and cover letters. Students also examine a range of career and continuing education opportunities in the field of human services. | ||||
| BSCI-1007 | Abnormal Psychology/Dual Diagnosis | 3 | ||
| This course provides the Developmental Services Worker student with a working knowledge of mental health disorders focusing on the symptomatology and interventions within the context of dual diagnosis. Students will be able to describe the etiology and classification of mental health disorders and dual diagnosis as well as the factors affecting the prevalence and predisposition of dual diagnosis. Students will be able to describe the bio-psychosocial model and strategies for supporting people with a dual diagnosis. | ||||
| FLDP-3047 | Field Placement 2 | 9.2 | ||
| This course is designed to enable the student to integrate previous academic and placement knowledge in a more independent setting. Special emphasis is placed on work skills at an advanced level incorporating knowledge and skills learned in all academic and field courses. | ||||
| Gen Ed - Electives | ||||
| Take 3 General Education Credits - Normally taken in Level 2 | ||||
| Program Residency | ||||
| Students Must Complete a Minimum of 19 credits in this program at Fanshawe College to meet the Program Residency requirement and graduate from this program | ||||
Careers - 2022/2023
Career Opportunities
Graduates from this program will be employed within community-based agencies and boards of education to work with persons with developmental disabilities. Graduates are trained to provide accommodation, advocacy, education, employment and leisure support. As well, the graduates have training in life skills, counselling, advocacy, health and pharmacology.More Information - 2022/2023
Campus Code: LC (LC - London)
May Admission
15 week terms
Academic Calendars available at www.fanshawec.ca/academicdates
Contact
School of Community Studies: 519-452-4224Program Description
The Developmental Services Worker (Fast Track) Diploma program prepares its graduates to be specialists in supporting children and adults with developmental disabilities.
Inherent to the role of a DSW is an ability to collaborate and
build relationships with people with developmental disabilities and
their families and to work with colleagues and members of
inter-professional teams to facilitate a seamless network of
support for people.
Courses focus on disabilities, person directed supports, inclusion
and community resources, dual diagnosis, interpersonal skills,
counselling, health, pharmacology, development, teaching and
intervention strategies. Field placements in community agencies
and/or schools are part of the curriculum.
Program Offered: Full-time
Other Information
- Field work is included in this program. Students should be prepared for some additional personal costs.
- Students on field placement are required to work evening shifts.
- Students who graduate from this program and wish to transfer to another Community Studies program at Fanshawe College, may qualify for some internal credits that have already been achieved.
Learning Outcomes
The graduate has reliably demonstrated the ability to
1. conduct oneself in an ethical*, competent* and accountable* manner in all professional relationships.
2. provide person-directed supports and services that respect and promote self-determination for people with developmental disabilities
3. provide for the safety of people with developmental disabilities, self and others in compliance with all applicable legislation, regulations and standards of practice*.
4. support health and well-being of people with developmental disabilities.
5. employ and adapt formal and informal strategies to support the learning of people with developmental disabilities.
6. provide leadership in the development of inclusive communities*
7. develop professional and personal plans that enhance job performance and well-being.
Program Pathways
For information about Program Pathways visit www.fanshawec.ca/programpathways.
Program Details
More detailsProgram Details
2022/2023 academic year: Refer to the More Info tab to view offerings for the 2022/23 academic year. Canadian students can start applying in early October for programs with Sep. 2022, Jan. 2023 and May 2023 start dates through ontariocolleges.ca.
Canadian Students
Full Time Offerings
International Students
Program Coordinator:
Karen Klee
Full-Time