Area of Interest: Community and Social Services

Developmental Services Worker

Ontario College Diploma Program Code: 0436A01FWO
2 Years
Ottawa Campus

Our Program
Support people of all ages to function better in their day-to-day lives with this truly rewarding
career.
This two-year Developmental Services Worker Ontario College Diploma program prepares you to
support children, youth and adults with physical, mental and/or developmental disabilities, through
their activities of daily living, behaviour support, personal care and special education. You facilitate
the development of skills for people with disabilities to enjoy independence, citizenship and social
living.
As a student, you learn strategies for providing support in ways that are respectful of the dignity
and individuality of each person with whom you work.
The Developmental Services Worker program uses both experiential and outcome-based theory to
help you prepare to work in a variety of educational, community and social service settings.
During your program of study, you apply theory and skills in various field placements, with
opportunities to experience work as an Educational Assistant and Community Support/Residential
Counsellor. Field placements allow you to explore concepts from a hands-on point of view and are
an important learning tool to prepare you for your profession. Throughout the program, you
complete a series of field placements, totaling close to 600 hours of work experience.
You may find work in a variety of roles after graduation, including:
- educational assistant
- developmental assistant
- special needs worker
- residential counsellor
- employment specialist
- life skills instructor
- vocational instructor
- family support worker
- support network facilitator
SUCCESS FACTORS
This program is well-suited for students who:
- Are passionate about supporting individuals with developmental disabilities.
- Want to work in challenging environments which are physically demanding.
- Have fine motor skills required for writing and administering medications.
1
 Developmental Services Worker

- Are advocates for social justice.

- Show integrity, are honest and trustworthy.
- Display a positive attitude.

Employment
More than 90% of graduates from this program are employed within six months of graduating.
You may find work in a variety of roles after graduation, including:
- educational assistant
- developmental assistant
- special needs worker
- residential counsellor
- employment specialist
- life skills instructor
- vocational instructor
- family support worker
- support network facilitator

Learning Outcomes
The graduate has reliably demonstrated the ability to:
- Conduct oneself in an ethical, competent and accountable manner in all professional
relationships.
- Provide person-directed supports and services that respect and promote self-determination
for people with developmental disabilities.
- Provide for the safety of people with developmental disabilities, self and others in compliance
with all applicable legislation, regulations and standards of practice.
- Support health and well-being of people with developmental disabilities.
- Employ and adapt formal and informal strategies to support the learning of people with
developmental disabilities.
- Provide leadership in the development of inclusive communities.
- Develop professional and personal plans that enhance job performance and well-being.
- Identify and apply discipline-specific practices that contribute to the local and global
community through social responsibility, economic commitment and environmental
stewardship.

Program of Study

Level: 01 Courses Hours

ENL1813S Communications 1 42.0

FAM0067 Promoting Health and Wellness 28.0

FAM0068 Person Centered Approach 42.0 2

 Developmental Services Worker

FAM0069 Essential Supports for Persons with Developmental Disabilities 42.0

FAM1137 Paraprofessionals in Education 28.0

FAM1264 Introduction to the Field of Developmental Services 42.0

Level: 02 Courses Hours

ENL1880F Professional Communication for Developmental Services Workers 42.0

FAM1169 Community Field Placement 161.0

FAM1262 Current Topics in the Field of Developmental Services 42.0

FAM1265 Pharmacology I 28.0

FAM1279 Exploring Developmental Disabilities 42.0

FAM1284 Human Physiology and Health 42.0

Level: 03 Courses Hours

FAM1182 Sexuality, Relationships and Persons with Disabilities 28.0

FAM1287 Families and Aging in Developmental Services 42.0

Select either Community Group or School Group Courses Hours

FAM1903 Educational Support Field Placement (School Group) 254.0

FAM1915 Mental Health and Persons with Developmental Disabilities (School Group) 42.0

FAM0070 Learning and Behaviour Support (Community Group) 42.0

FAM0089 Community and Developmental Services Skills and Placement (Community Group) 240.0

FAM1293 Pharmacology 2 (Community Group) 42.0

Choose one from equivalencies: Courses Hours

GED0436 General Education Elective 42.0

Level: 04 Courses Hours

FAM0071 Employment and the Field of Developmental Disabilities 42.0

FAM1190 Ethical Issues and Persons with Developmental Disabilities 28.0

Select either Community Group or School Group Courses Hours

FAM1903 Educational Support Field Placement (School Group) 254.0

FAM1915 Mental Health and Persons with Developmental Disabilities (School Group) 42.0

FAM0070 Learning and Behaviour Support (Community Group) 42.0

FAM0089 Community and Developmental Services Skills and Placement (Community Group) 240.0

FAM1293 Pharmacology 2 (Community Group) 42.0

Choose one from equivalencies: Courses Hours

GED0436 General Education Elective 42.0

3
Tuition
Fees forandthe
related ancillary fees
2024/2025 for this program
Academic Year can be viewed by using the Tuition and Fees
 Developmental Services Worker

Estimator tool at https://www.algonquincollege.com/fee-estimator .

Further information on fees can be found by visiting the Registrar`s Office website at
https://www.algonquincollege.com/ro .
Fees are subject to change.
Additional program related expenses include:
Supplies, such as field placement documentation, class materials, computer hardware and software
may cost approximately $2,200 in the first year and $600 in the second year.

Admission Requirements for the 2025/2026 Academic Year

College Eligibility
- Ontario Secondary School Diploma (OSSD) or equivalent. Applicants with an OSSD showing
senior English and/or Mathematics courses at the Basic Level, or with Workplace or Open
courses, will be tested to determine their eligibility for admission; OR
- Academic and Career Entrance (ACE) certificate; OR
- General Educational Development (GED) certificate; OR
- Mature Student status (19 years of age or older and without a high school diploma at the
start of the program). Eligibility may be determined by academic achievement testing for which
a fee will be charged.
Program Eligibility
- English, Grade 12 (ENG4C or equivalent) with a grade of 65% or higher.
- Applicants with international transcripts must provide proof of the subject-specific
requirements noted above and may be required to provide proof of language proficiency.
Domestic applicants with international transcripts must be evaluated through the International
Credential Assessment Service of Canada (ICAS) or World Education Services (WES).
- IELTS-International English Language Testing Service (Academic) Overall band of 6.5 with a
minimum of 6.0 in each band; OR TOEFL-Internet-based (iBT)-overall 88, with a minimum of 22
in each component: Reading 22; Listening 22; Speaking 22; Writing 22; OR Duolingo English
Test (DET) Overall 120, minimum of 120 in Literacy and no score below 105.
Not sure if you meet all of the requirements? Academic Upgrading may be able to help with that:
https://www.algonquincollege.com/access/ .
Should the number of qualified applicants exceed the number of available places, applicants will be
selected on the basis of their proficiency in English.
Health Requirements:
The physical and emotional health of each applicant to the program must be such that he or she
can successfully cope with the program of instruction including the demands of field placement (e.
g. stress and time management; physical care and self-help skills of children and adults). Individuals
who have concerns about their ability to meet these requirements should contact the coordinator
of the program prior to submitting an application.
Police Records Check Documentation:
Though not an admission requirement, applicants must note important information listed below
regarding Police Records Check program requirements.
Students must provide the College with a current Police Records Check for Service with the
Vulnerable Sector (PRCSVS) prior to the deadline identified by the department and students are
responsible for any associated costs. If this documentation is not submitted on time, students may
not be placed and registration in the program will be jeopardized. If you register in the program
without a clear PRCSVS and as a result are unable to participate in placement, you will not be able
to graduate and will be asked to withdraw.
Field Placement Eligibility:
To be eligible for placement, you must submit proof of Standard First Aid certification, CPR level C, 4
Quality Assurance Measures Certification, Worker Safety Standard Certification, PRCSVS and
 Developmental Services Worker

complete immunizations through ParaMed. ParaMed services are the third-party provider who
collects all field placement documentation for the Community Studies department. Students should
plan for extra costs associated with these requirements. For further information concerning costs
and documentation submission please go to
https://www.algonquincollege.com/healthandcommunity/files/2013/06/Field-Placement-Info .

Admission Requirements for 2024/2025 Academic Year

College Eligibility
- Ontario Secondary School Diploma (OSSD) or equivalent. Applicants with an OSSD showing
senior English and/or Mathematics courses at the Basic Level, or with Workplace or Open
courses, will be tested to determine their eligibility for admission; OR
- Academic and Career Entrance (ACE) certificate; OR
- General Educational Development (GED) certificate; OR
- Mature Student status (19 years of age or older and without a high school diploma at the
start of the program). Eligibility may be determined by academic achievement testing for which
a fee of $50 (subject to change) will be charged.
Program Eligibility
- English, Grade 12 (ENG4C or equivalent) with a grade of 65% or higher
- Applicants with international transcripts must provide proof of the subject-specific
requirements noted above and may be required to provide proof of language proficiency.
Domestic applicants with international transcripts must be evaluated through the International
Credential Assessment Service of Canada (ICAS) or World Education Services (WES).
- IELTS-International English Language Testing Service (Academic) Overall band of 6.5 with a
minimum of 6.0 in each band; OR TOEFL-Internet-based (iBT)-overall 88, with a minimum of 22
in each component: Reading 22; Listening 22; Speaking 22; Writing 22; OR Duolingo English
Test (DET) Overall 120, minimum of 120 in Literacy and no score below 105.
Not sure if you meet all of the requirements? Academic Upgrading may be able to help with that:
https://www.algonquincollege.com/access/ .
Should the number of qualified applicants exceed the number of available places, applicants will be
selected on the basis of their proficiency in English.
Health Requirements:
The physical and emotional health of each applicant to the program must be such that he or she
can successfully cope with the program of instruction including the demands of field placement (e.
g. stress and time management; physical care and self-help skills of children and adults). Individuals
who have concerns about their ability to meet these requirements should contact the coordinator
of the program prior to submitting an application.
Police Records Check Documentation:
Though not an admission requirement, applicants must note important information listed below
regarding Police Records Check program requirements.
Students must provide the College with a current Police Records Check for Service with the
Vulnerable Sector (PRCSVS) prior to the deadline identified by the department and students are
responsible for any associated costs. If this documentation is not submitted on time, students may
not be placed and registration in the program will be jeopardized. If you register in the program
without a clear PRCSVS and as a result are unable to participate in placement, you will not be able
to graduate and will be asked to withdraw.
Field Placement Eligibility:
To be eligible for placement, you must submit proof of Standard First Aid certification, CPR level C,
Quality Assurance Measures Certification, Worker Safety Standard Certification, PRCSVS and
complete immunizations through ParaMed. ParaMed services are the third-party provider who
collects all field placement documentation for the Community Studies department. Students should
plan for extra costs associated with these requirements. For further information concerning costs
and documentation submission please go to 5
https://www.algonquincollege.com/healthandcommunity/files/2013/06/Field-Placement-Info .
 Developmental Services Worker

Application Information
DEVELOPMENTAL SERVICES WORKER
Program Code 0436A01FWO
Applications to full-time day programs must be submitted with official transcripts showing
completion of the academic admission requirements through:
ontariocolleges.ca
60 Corporate Court
Guelph, Ontario N1G 5J3
1-888-892-2228
Students currently enrolled in an Ontario secondary school should notify their Guidance Office
prior to their online application at https://www.algonquincollege.com/ro .
Applications for Fall Term and Winter Term admission received by February 1 will be given equal
consideration. Applications received after February 1 will be processed on a first-come, first-served
basis as long as places are available.
International applicants please visit this link for application process information:
https://algonquincollege.force.com/myACint/ .
For further information on the admissions process, contact:
Registrar`s Office
Algonquin College
1385 Woodroffe Ave
Ottawa, ON K2G 1V8
Telephone: 613-727-0002
Toll-free: 1-800-565-4723
TTY: 613-727-7766
Fax: 613-727-7632
Contact: https://www.algonquincollege.com/ro

Additional Information
The Developmental Services Worker program consists of courses that are delivered in a variety of
formats including face-to-face, hybrid (combination of classroom and online learning), and fully
online. Students participate in all three types of learning. Students also participate in laboratory
and field placement learning activities. Mandatory field placements may be scheduled outside of
regular class hours. Class schedules vary from term to term and courses may be scheduled
between the hours of 8 a.m. and 10 p.m. Monday through Thursday and Fridays between 8 a.m.
and 6 p.m. Some field placements require the student to be available for evening or weekend
shifts.
Although part-time study is not available, customized delivery of program components may be
arranged.
Students may apply for transfer of academic credits from Algonquin College (internal transfer) or
from other institutions (external transfer). College Policies AA09 and AA10 apply to transfer of
credits. For more information visit: www.algonquincollege.com/directives. Students may apply for
credit by challenging courses using Prior Learning Assessment and Recognition (PLAR). College
Policy AA06 applies to PLAR. Students pay a fee for each course they wish to be exempt from.
Through either a portfolio or challenge examination, a PLAR may lead to the acceptance of work
and life experience in lieu of taking certain courses. For more information visit:
https://www.algonquincollege.com/plar .
Being a Developmental Services Worker is a physically demanding profession. Students entering
this program must be able to lift and transfer children and adults in and out of wheelchairs and/or
beds. As well, students must be able to move quickly between areas within indoor and outdoor
environments in order to ensure individual`s safety. Students should be able to make accurate
observations of behaviour, abilities and skills to provide optimal support of individuals supported.
Entering the program without these abilities may result in unsuccessful field placements, and
students who fail to successfully complete field placements are not eligible to graduate from the
program.
6
ACADEMIC PROBATION:
 Developmental Services Worker

Students who have two or more F grades in a given term or whose term grade point average falls
below 1.7 are considered to be on academic probation (Policy AA14 Grading System). This requires
the student to meet with their academic advisor or program coordinator to sign a learning contract
which identifies the conditions which must be met in order to continue in the program. Students
who do not meet the terms of their learning contract are withdrawn from the program.

Contact Information
Program Coordinator(s)

- Jennifer Liberty, mailto:libertj1@algonquincollege.com , 613-727-4723, ext. 6193

Course Descriptions
ENL1813S Communications 1
Communication remains an essential skill sought by employers, regardless of discipline or field of
study. Using a practical, vocation-oriented approach, students focus on meeting the requirements
of effective communication. Through a combination of lectures, exercises, and independent
learning, students practise writing, speaking, reading, listening, locating and documenting
information and using technology to communicate professionally. Students develop and strengthen
communication skills that contribute to success in both educational and workplace environments.

Prerequisite(s): none
Corerequisite(s):none

ENL1880F Professional Communication for Developmental Services Workers

Developmental Service Workers complete documentation such as incident reports and daily logs,
which have a permanent place in an individual's files. Students learn the skills they need to be
effective observers and report writers. In addition, students learn and practice both verbal and
written advocacy skills in the form of meetings and proposals. Students further develop and
demonstrate grammar and critical-thinking skills to respond to communication situations in a
professional manner.

Prerequisite(s): ENL1813S
Corerequisite(s):none

FAM0067 Promoting Health and Wellness

With good health, people have the freedom to work, learn and engage actively with friends,
families and the community. Students develop an understanding of the determinants of health and
the importance of health for all individuals. Students gain valuable knowledge and skills in how to
facilitate and promote healthy lifestyles and achieve optimal wellness for themselves and for
persons with disabilities.

Prerequisite(s): none
Corerequisite(s):none

FAM0068 Person Centered Approach

A person-centered approach puts persons with developmental disabilities at the center of all
decision making. This course combines theory and its practical application through lectures, videos
and group work. Students develop a person-centered and strength-based approach, and examine
the role of environmental conditions in shaping the lives of individuals with developmental
disabilities and their impact on achieving life goals and dreams. Students master skills that promote
empowerment, choice-making and self-determination, to enrich the lives of persons with
developmental disabilities.

Prerequisite(s): none
Corerequisite(s):none
7
FAM0069 Essential Supports for Persons with Developmental Disabilities
 Developmental Services Worker

Persons with developmental disabilities require a wide range of supports. Students are introduced
to the basic principles surrounding the development of communication skills, fine and gross motor
skills, as well as how to provide leisure and recreational supports when working with persons with
developmental disabilities. Using lectures, hands on labs and online assessments, students are
introduced to basic care requirements and communication supports to enhance the quality of life
of the individuals that students support.

Prerequisite(s): none
Corerequisite(s):none

FAM0070 Learning and Behaviour Support (Community Group)

Positive behaviour support is a person-centered approach to supporting people to develop skills
that enhance their quality of life. Students learn the basic principles of learning theory, with an
emphasis on classical and operant conditioning. Students practise collecting and analyzing
behavioural data in the context of environmental antecedents and consequences. Through
lectures, team work and practical activities, students learn to select and implement the least
restrictive strategies to be effective in assisting an individual to achieve their behavioural change
goals.

Prerequisite(s): FAM0068
Corerequisite(s):FAM0089

FAM0070 Learning and Behaviour Support (Community Group)

Positive behaviour support is a person-centered approach to supporting people to develop skills
that enhance their quality of life. Students learn the basic principles of learning theory, with an
emphasis on classical and operant conditioning. Students practise collecting and analyzing
behavioural data in the context of environmental antecedents and consequences. Through
lectures, team work and practical activities, students learn to select and implement the least
restrictive strategies to be effective in assisting an individual to achieve their behavioural change
goals.

Prerequisite(s): FAM0068
Corerequisite(s):FAM0089

FAM0071 Employment and the Field of Developmental Disabilities

Supporting persons with developmental disabilities in their transition from school to workplace
requires a specific set of skills. This course combines theory and its practical application, where
students learn how to support the successful transition to work, both for themselves and for
persons with developmental disabilities. Students develop an understanding of adult vocational
and non-vocational services, with a focus on supported employment. Students develop skills
including cover letter and resume writing, and interview preparation. Students can apply these
skills to their own situation, and to persons they support in their quest to find meaningful work.

Prerequisite(s): none
Corerequisite(s):none

FAM0089 Community and Developmental Services Skills and Placement (Community Group)
Field placements are critical in order to prepare for a future career in developmental services.
Students are provided with the opportunity to practice observational skills, assessments and hands
on supports in a laboratory setting, focusing on compassionate care aligned with the Dignity,
Independence, Preferences, Privacy and Safety (DIPPS) Model. Students will take those skills out
into an assigned community-based placement where they will apply the skills acquired through the
lab classes to gain hands on experience, providing daily supports to people with developmental,
physical, and mental health disabilities. Students will gain knowledge pertaining to the professional
attitudes and practices of the developmental services field.

Prerequisite(s): FAM1169
Corerequisite(s):FAM0070 8
 Developmental Services Worker

FAM0089 Community and Developmental Services Skills and Placement (Community Group)
Field placements are critical in order to prepare for a future career in developmental services.
Students are provided with the opportunity to practice observational skills, assessments and hands
on supports in a laboratory setting, focusing on compassionate care aligned with the Dignity,
Independence, Preferences, Privacy and Safety (DIPPS) Model. Students will take those skills out
into an assigned community-based placement where they will apply the skills acquired through the
lab classes to gain hands on experience, providing daily supports to people with developmental,
physical, and mental health disabilities. Students will gain knowledge pertaining to the professional
attitudes and practices of the developmental services field.

Prerequisite(s): FAM1169
Corerequisite(s):FAM0070

FAM1137 Paraprofessionals in Education

Paraprofessionals are an essential component of successful education for students with
exceptionalities. Students are introduced to the exceptionalities that they may encounter within the
school system, and how those exceptionalities impact the individual's ability to be effective
learners. Ontario's special education policies, curriculum, and the history of Ontario's special
education system are examined. Students acquire skills to assist them to successfully become
paraprofessionals in today's changing school populations.

Prerequisite(s): none
Corerequisite(s):none

FAM1169 Community Field Placement

Field placement experiences are critical when entering human services, as they allow students to
explore concepts, such as inclusion, empowerment and service provision, from a hands-on
perspective. Students achieve experiential education by participating in two field placements.
Students participate in an educational setting, such as a school or educational treatment centre
under the umbrella of the Ministry of Education. Students also explore areas of developmental
services, such as group homes, day programs and vocational settings. Students are introduced to
working in the field of developmental services.

Prerequisite(s): FAM0068 and FAM0069 and FAM1137 and FAM1264

Corerequisite(s):FAM1262

FAM1182 Sexuality, Relationships and Persons with Disabilities

Understanding and expressing human sexuality and relationships are essential for growth and
reaching of full potential for persons with developmental disabilities. Students review basic facts
regarding human sexuality and reproduction, while exploring the elements involved in teaching
persons with disabilities to develop and maintain healthy sexual self-esteem and relationships.
Students increase their comfort level in addressing sexual issues with persons with disabilities and
their families, by investigating a variety of sexuality resources and creating teaching sessions for
persons with disabilities who have varying degrees of abilities.

Prerequisite(s): FAM1284
Corerequisite(s):none

FAM1190 Ethical Issues and Persons with Developmental Disabilities

Developmental Services Workers encounter ethical issues when providing support to people with
developmental disabilities. Students consider the philosophical problem of human nature and
discuss how our assumptions about human nature influence our interactions with people with
developmental disabilities. Students develop a basic understanding of several theories of ethical
conduct. Through discussion, written exercises, and debate students practise using ethical theories
to guide their consideration of contemporary ethical issues in the field of developmental services.

Prerequisite(s): none
Corerequisite(s):none 9
 Developmental Services Worker

FAM1262 Current Topics in the Field of Developmental Services

The field of developmental services is complex and dynamic, and offers many challenges for those
working in the profession. Students examine current topics as they pertain to the Developmental
Services Worker working in special education and the developmental services field. The framework
and policies of community services are explored in the context of how services are provided to
support people with disabilities. International and local approaches with empowerment, inclusion,
professionalism and ongoing changes in the delivery model of developmental services are
discussed, as well as how agencies operate with regards to human resources and organizational
sustainability. Students complete a research project to familiarize themselves with agencies in the
community and future employment and/or placement opportunities.

Prerequisite(s): none
Corerequisite(s):FAM1169

FAM1264 Introduction to the Field of Developmental Services

A career as a Developmental Services Worker can be a rewarding profession with many job
opportunities working to support individuals with disabilities. Students examine this career as it
pertains to provincial and international standards of the Code of Ethics and professionalism. Career
options, opportunities for work and organizational sustainability practices are presented, along
with details regarding the expectations, evaluations, and elements of performance involved in DSW
field placements. By exploring the use of software applications students also focus on practical
research and digital literacy skills currently applied in the field.

Prerequisite(s): none
Corerequisite(s):none

FAM1265 Pharmacology I
Developmental Services Workers are responsible for ensuring safe administration of medication.
Students gain important knowledge of principles of pharmacology, drug legislation in Canada and
the role and responsibilities of a DSW as a member of an inter-professional team. Students practice
medication administration using safe practices with emphasis placed on providing care that
contributes to the drug effectiveness and health of people with disabilities.

Prerequisite(s): none
Corerequisite(s):none

FAM1279 Exploring Developmental Disabilities

The field of developmental services is in constant change. Understanding its history is critical to
working as a Developmental Services Worker. This theory course examines the historical
perspective of the field, through the study of trends and definitions related to developmental
disabilities, and how the field has evolved. Using a combination of lectures, discussions and
learning activities, students examine causes and contributing factors related to specific
developmental disabilities and syndromes. Students also explore the different supports and
services available to individuals with developmental disabilities.

Prerequisite(s): none
Corerequisite(s):none

FAM1284 Human Physiology and Health

Understanding how the human body functions is essential when supporting the health and well-
being of persons with disabilities. Students develop knowledge of the structure and function of
human body systems in health and disease. Students apply knowledge of human physiology to
create strategies that optimize health.

Prerequisite(s): none
Corerequisite(s):none

10
FAM1287 Families and Aging in Developmental Services
 Developmental Services Worker

An empathetic approach when working with families with children and adults with developmental
disabilities, and or aging individuals, is foundational to building respectful effective and supportive
relationships. Students are encouraged to consider psychological, social and cultural factors
affecting families and persons with developmental disabilities. An overview of the physiological,
psychosocial and behavioural changes that occur as a result of the aging process is presented. The
impact of this process on older persons with disabilities and those with dementia is emphasized.
Strategies to assist individuals and families to access services, and participate fully in their
community are explored.

Prerequisite(s): none
Corerequisite(s):none

FAM1293 Pharmacology 2 (Community Group)

Safe administration of medication requires an understanding of safe practices, as well as how
drugs work and affect the human body. Students integrate knowledge of the actions of major drug
groups with the practical aspects of administering drugs. Students practise calculation of correct
dosages and safe medication administration.

Prerequisite(s): FAM1265
Corerequisite(s):none

FAM1293 Pharmacology 2 (Community Group)

Safe administration of medication requires an understanding of safe practices, as well as how
drugs work and affect the human body. Students integrate knowledge of the actions of major drug
groups with the practical aspects of administering drugs. Students practise calculation of correct
dosages and safe medication administration.

Prerequisite(s): FAM1265
Corerequisite(s):none

FAM1903 Educational Support Field Placement (School Group)

Field placement allows students to demonstrate the integration of theory and practice. Building
upon previous field placement experiences, students continue to develop their clinical,
organizational and personal skills. Students are placed in a variety of educational settings that
provide support in areas of special education school programs and/or adult education programs.

Prerequisite(s): FAM1169
Corerequisite(s):none

FAM1903 Educational Support Field Placement (School Group)

Field placement allows students to demonstrate the integration of theory and practice. Building
upon previous field placement experiences, students continue to develop their clinical,
organizational and personal skills. Students are placed in a variety of educational settings that
provide support in areas of special education school programs and/or adult education programs.

Prerequisite(s): FAM1169
Corerequisite(s):none

FAM1915 Mental Health and Persons with Developmental Disabilities (School Group)
People are considered to have a dual diagnosis when they experience both a developmental
disability and a mental illness. Developmental Services Workers play a key role in providing day-to-
day support to people who have a dual diagnosis. Students become familiar with the history and
theory of dual diagnosis and the importance of developing a coordinated system of support for
people who are dually diagnosed. Students learn the clinical characteristics of common mental
illnesses and how such characteristics are manifested by people who have developmental
disabilities. Students focus on the role of the Developmental Services Worker within a
multidisciplinary team providing support to individuals who are dually diagnosed. 11
 Developmental Services Worker

Prerequisite(s): none
Corerequisite(s):none

FAM1915 Mental Health and Persons with Developmental Disabilities (School Group)
People are considered to have a dual diagnosis when they experience both a developmental
disability and a mental illness. Developmental Services Workers play a key role in providing day-to-
day support to people who have a dual diagnosis. Students become familiar with the history and
theory of dual diagnosis and the importance of developing a coordinated system of support for
people who are dually diagnosed. Students learn the clinical characteristics of common mental
illnesses and how such characteristics are manifested by people who have developmental
disabilities. Students focus on the role of the Developmental Services Worker within a
multidisciplinary team providing support to individuals who are dually diagnosed.

Prerequisite(s): none
Corerequisite(s):none

GED0436 General Education Elective

Students choose one course, from a group of general education electives, which meets one of the
following five theme requirements: Arts in Society, Civic Life, Personal Understanding, Social and
Cultural Understanding, and Science and Technology.

Prerequisite(s): none
Corerequisite(s):none

GED0436 General Education Elective

Students choose one course, from a group of general education electives, which meets one of the
following five theme requirements: Arts in Society, Civic Life, Personal Understanding, Social and
Cultural Understanding, and Science and Technology.

Prerequisite(s): none
Corerequisite(s):none

12