Developmental Services Worker (Fast Track)-2024/2025
| Level 2 | ||||
| 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-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-1275 | Positive Behaviour Interventions 1 | 2 | ||
| The Developmental Services Worker student will be provided an opportunity to learn the fundamentals of positive behavioural intervention theories used within an ethical framework to support people living with developmental disabilities. The student will design and construct antecedent intervention tools and demonstrate skills in crisis de-escalation, prevention, and management to address complex and challenging behaviours while developing related skills in recording and documentation of these practices. | ||||
| BSCI-1274 | Teaching & Learning in Dev Services 1 | 2 | ||
| This course introduces DSW students to learning and teaching theories and principles as a means of supporting people with intellectual/developmental disabilities and other diverse learning needs. Students will develop an understanding of biopsychosocial and environmental factors that impact learning, and begin to apply their knowledge using person-centered, positive teaching techniques. | ||||
| DEVL-3015 | Professionalism 2 | 3 | ||
| Students will demonstrate interpersonal skills appropriate to the role of a Developmental Services Worker with consideration for people with developmental disabilities, their families, and the developmental services sector through electronic and written formats. Students will be introduced to the topic of abuse, reporting responsibilities, and other professional standard documentation practices. Behavioural based interview skills will be introduced. Students will develop an awareness of field options and develop professionalism skills to prepare/participate in the field. | ||||
Group 2 | ||||
| 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 | ||||
| Gen Ed - Take a 3 credit General Education elective course. | ||||
| Take all of the following Mandatory Courses: | ||||
Group 1 | ||||
| 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. | ||||
| 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. | ||||
| DEVL-5009 | Professionalism 3 | 3 | ||
| Students will describe the importance of, and develop strategies for, ongoing professional development. Students will develop oral, written, and career readiness skills through job search plans, mock job interviews, preparation of résumés and cover letters. Students will also examine a range of career and continuing education opportunities in the field of human services. Students will have opportunity for personal reflection on ongoing professional skill development within their field placement/professional practice. | ||||
| 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. | ||||
| 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. | ||||
| BSCI-3058 | Teaching & Learning Dev Services 2 | 2 | ||
| This course builds on DSW students' knowledge and application of learning and teaching theories and principles developed in Teaching and Learning in Developmental Services 1. Students will develop and assess person-centered teaching plans for people with diverse learning goals and needs, using a variety of positive teaching techniques that facilitate learning in home, school, community, employment, and social settings. | ||||
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. This course provides students with greater awareness of the vulnerability of people with developmental disabilities, the applicable legislation, regulations and standards of practice. Students will learn trauma informed strategies to respond to people who have experienced trauma and how to support people with disabilities to develop healthy relationships. | ||||
| Level 4 | ||||
| Take all of the following Mandatory Courses: | ||||
Group 1 | ||||
| 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. | ||||
| 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. | ||||
| 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-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-3059 | Positive Behaviour Interventions 2 | 2 | ||
| This course builds on the foundational skills presented in Positive Behaviour Interventions 1. The Developmental Services Worker student will demonstrate the acquired knowledge to contribute to the development of Positive Behaviour Support Plan (PBSP) through information gathering, data collection, and documentation, including the use of the Functional Behaviour Assessment. The student will gain the skills necessary to effectively implement the interventions in a PBSP, as well as to document and modify PBSP activities on an on-going basis. Ethical and legal consideration will be given to documentation and reporting on the use of positive behavioural interventions. | ||||
| Gen Ed - Electives | ||||
| Take 3 General Education Credits - Normally taken in Level 3 | ||||
| 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 | ||||