Developmental Services Worker (Fast Track)
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Program Overview
The Developmental Service Worker (Fast Track) is 12-month program for students interested in having a direct impact on the lives of people with developmental disabilities. You will become a highly skilled practitioner able to deliver person-directed support through courses that promote mental and physical health, develop interpersonal and interprofessional skills and foster independence and positive behaviour supports. New graduates are employed as direct support professionals or educational assistants.
Program Details
Program Code
DSW7
Credential:
Ontario College Diploma
Duration
50 weeks
Canadian Students
Start Dates
Locations
Availability
Full Time Offerings
2025 May
London
Open
2026 May
London
Open
International Students
Start Dates
Locations
Availability
Full Time Offerings
2025 May
London
Open
2026 May
London
Open
Your Learning Experience
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.
Career Information
Developmental Services Worker (Fast Track)
Graduates of Fanshawe's Developmental Services Worker (Fast Track) program may find employment opportunities in working with people with developmental disabilities in a variety of settings such as in their homes, day programs providing employment and/or leisure support, working on a clinical or case coordination teams, or in schools as educational assistants, and camps. New graduates are employed as direct support professionals or educational assistants.
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 Developmental Services Worker (Fast Track) program:
- Developmental Services Worker
Support people in all stages of life who have a developmental disability. - Educational Assistant
Act as support staff in elementary and secondary school classrooms. - Direct Support Professional
Help people become integrated and engaged in their community or the least restrictive environment.
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.
Related Programs
Academic School
Program Coordinator:
Karen Klee
Admission Requirements
ONE OF:
- An Ontario College Diploma in Community Studies
- A University Degree in Psychology, Sociology or a related Social Sciences area
- A combination of relevant education and work experience in a related field as judged by the College to be equivalent to the above
International Admission Equivalencies
Admission equivalencies for Fanshawe depends on your country of study. Please enter your location to see the requirements for your country below.
English Language Requirements
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
- 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
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
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
- Professional Practice Health Form
- Mandatory Placement Assessment for WRIT Course
- Guide to Completing your Professional Practice Requirements
- Pre-Placement Process
- Placement Agreement
For all programs requiring the submission of pre-placement forms, please submit all supplemental forms (with the exception of transcripts) by email to regforms@fanshawec.ca.
The deadline for submission of these forms for the DSW7 program is August 1.
Courses
| 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. | ||||
Tuition Summary
London
*Total program costs are approximate, subject to change and do not include the health and dental plan fee, bus pass fee or program general expenses.