Developmental Services Worker

Developmental Services Worker: Program Overview
The Developmental Services Worker (DSW) Diploma program focuses on the skills necessary to assist clients with their physical, vocational, recreational, social, emotional and daily skill development. ?It is perfectly suited for anyone who wants to become a Personal Support Worker, Home Support Worker or Developmental Service Worker.
Developmental Services Worker?/Personal Support Worker students will learn how to ?provide personal support ?to clients ?enabling them to ?achieve the highest degree of independence and quality of life possible. ?Typically the Community Support Worker or Personal Support Worker will offer a variety of services depending upon the needs of the specific case.
Apart from learning about behaviour management and counselling, you will also receive training in crisis intervention, learning and support strategies, creating community inclusivity, health and wellness, communication skills and more. As a Developmental Services Worker?/Personal Support Worker, you ?may ?also ?be called upon to help support individuals with developmental disabilities, social and personal problems, and ensure their overall well-being.
Learning Objectives
Upon completion of this program the successful student will have reliably demonstrated the ability to:
Ask critical questions to gain meaningful knowledge about how to support someone with a specific disability
Understand the needs and issues specific to the most prevalent disabilities, such as intellectual disabilities, autism, psychiatric, conduct, behavioural, hearing and vision impairments and major physical disabilities
Support and adapt strategies for the above-mentioned disabilities
Carry out research to gain knowledge
Conduct comprehensive research into a specific disability to develop expertise
Analyze cases related to disabilities using collaborative and cooperative problem-solving strategies
Develop and make an effective presentation to the community on a disability
Recognize the importance of the individuality of a person who has a disability
Appreciate the complex relationship between the disability and the whole person
Develop awareness of how our own perceptions affect our understanding of disabilities
Career Opportunities
Graduates of the Developmental Services Worker program will be able to obtain positions within the following fields:
Child and youth programs
Public schools
Rehabilitation/detoxification centres
Integrated child care
Respite care
After-school leisure and life skills programs
Supported work and employment programs
Residential group homes
Community living agencies
Outreach programs
Women?s shelters
Private in-home care agencies

Course Descriptions
DSW 100: Introduction to Online Learning (5 hours)
Brief Course Description
This course is intended to provide students with the fundamental skills to be successful in an online learning environment. Students will be introduced to the Microsoft Office suite applications most commonly used in document preparation and report writing. Students will also learn how to effectively implement Internet web searches. Students will learn the applications of their learning management system (LMS), in order to upload assignments and access content throughout their time in the program.
Learning Objectives*
Upon completion of this course the successful student will have reliably demonstrated the ability to:
Navigate and use Microsoft Office Suite to create and edit reports
Create and manage files and folders
Explore the features and functions of Zoom
Use web browsers to explore the Internet and perform effective searches
Upload documents to the LMS
Summarize the need for APA formatting, and identify sources used in correct APA format
Demonstrate the core elements of presentation, using fundamental presentation skills
Outline collaboration skills need for working in groups in an online setting
Demonstrate an ability to write at the college level
DSW 101: Introduction to Developmental Disabilities?(30 hours)
Brief Course Description
This course will discuss developmental disabilities such as Autism Spectrum Disorder (ASD), Fetal Alcohol Syndrome Disorder (FASD), Down Syndrome (or Trisomy 21), Prader-Willi Syndrome (PWS), and Fragile-X Syndrome (FXS). The focus of this course is evidence-based research on these disorders and commonly used interventions that have demonstrated enhancements in independence and quality of life. This course will provide an overview of the care and considerations needed when working with individuals with disabilities. This course is an overview of the historical outlook on disability as well the recent research surrounding disabilities. Students will learn the importance of confidentiality and protecting vulnerable populations. This course will also cover the attitudes, perceptions and stigmatizing towards individuals with disabilities.
Learning Objectives*
Upon completion of this course, the successful student will have reliably demonstrated the ability to:
Define disability
Explain Autism Spectrum Disorder, characteristics and interventions
Explain Fetal Alcohol Spectrum Disorder, characteristics and interventions
Explain Down Syndrome, the characteristics and interventions
Explain Prader-Willi Syndrome, the characteristics and interventions
Explain Fragile-X Syndrome, the characteristics and interventions
Explain the perception of disability from a historical context
Identify some of the new and emerging research in disability that is being done
Define stigma. Outline the ways stigma is perpetuated and how a community goes about breaking it down
Define inclusion. Outline the challenges of inclusion and recent arguments for and against inclusion
Describe the best ways to support an individual with a developmental disability
Outline ways to adapt and modify community programs to suit the specific needs of an individual
Explain the critical issues that individuals with developmental disabilities face in society
Outline a framework for supporting inclusivity within a community setting
Define vulnerable population. Outline the reasons for enhanced protection of individuals with disabilities
DSW 102: The Roles and Responsibilities of the Developmental Services Worker (30 hours)
Brief Course Description
In this course, students will look at the roles and responsibilities of a Developmental Services Worker. Students will gain an understanding of, and exposure to, a variety of potential work environments. Students will also learn their professional code of conduct and ethics as a Developmental Services Worker. This course introduces students to the core values of the industry as well as a Developmental Service Worker?s role in advocacy and empowerment of individuals with disabilities. Students will also explore confidentiality and professional boundaries to set them up for success in their future roles.
Learning Objectives*
Upon completion of this course, the successful student will have reliably demonstrated the ability to:
Outline the different settings Developmental Services Workers can work, and the scope of their role
Explain the history of Developmental Services Workers in Canada
Discuss the professional nature of Developmental Services work and outline a variety of common roles that will be performed
Describe and analyze the problem-solving process in Developmental Services work and identify its contributions and limitations
Explain how the strengths approach is fundamental to Developmental Services practice
?Identify the importance of cultural agility when working with individuals from diverse backgrounds in the community
?Explain the ethical requirements of working with individuals with developmental disabilities
Demonstrate an ability to act professionally as it pertains to a role in the developmental services sector
Identify the code of conduct and core values of the Developmental Services industry: service, social justice, empowerment, dignity and worth of the person, importance of human relationships, integrity and competence
Explain the helping relationship
Identify the importance of confidentiality in Developmental Services work
Identify the need for professional boundaries and limits in the role of a Developmental Services worker
DSW 103: Life Span Stages and Development (60 hours)
Brief Course Description
Students will gain an understanding of theorists and their research on life span development. Exploration of development will begin with infancy and early childhood and end with late adulthood and the end of life. Students will also have the opportunity to make decisions in raising a child from infancy to adulthood through a virtual reality assignment. Additionally, this course will touch on how developmental disabilities alter development through the life span. Students will gain an appreciation for how developmental disabilities contribute to everyday life from infancy to late adulthood.
Learning Objectives*
Upon completion of this course, the successful student will have reliably demonstrated the ability to:
Explain how the science of developmental psychology came into being
Explain the key contemporary theories and concepts that influence and guide our current understanding and study of developmental psychology
List and explain the research designs and methods used by developmentalists and describe the ethical standards researchers must follow when conducting research
Explain how human development is rooted in biological processes that have evolved to promote adaptation and survival
Explain how developmental change happens because of the interplay of internal drives and emotions with our early life experiences
Explain how human behaviour is seen and shaped by processes such as classical conditioning and operant conditioning
List and describe several problems in prenatal development
Describe developmental milestones in early childhood
Using a diagram, trace the development of the brain and the nervous system during the first two years
Describe the many changes that occur in infant?s bodies, and how their health can be maintained
Describe the development of muscles, bones, lungs, and the heart, and their impact on motor skills during infancy
Identify the health issues of infants. Outline causes and risk factors for developmental delays
Summarize the cognitive changes in preschoolers
Discuss the changes in language development in young children
Describe how delays in development have long term impacts on child development
Discuss the differences between the theories of social and personality development
Explain the theories of social and personality development in late adulthood
Examine the individual differences that impact successful aging
Examine developmental disabilities through the lifespan from infancy to late adulthood and the spectrum of living and working arrangements
DSW 104: Introduction to Psychology and Abnormal Psychology?(60 hours)
Brief Course Description
This course outlines the fundamentals in psychology and abnormal psychology. Students will learn the factual foundation, techniques, vocabulary of psychology and human behaviour. Application of psychology in areas of learning, intelligence, motivation, emotion, personality, behaviour disorders, mental health and therapy will be discussed. By understanding abnormal psychology, students are better equipped to make connections and build relationships with the individuals they are supporting within the community.
Learning Objectives*
Upon completion of this course the successful student will have reliably demonstrated the ability to:
Define psychology and differentiate between normal and abnormal psychology
Attain a working understanding of some of the major theories in psychology
Develop one?s skills in critical thinking
Demonstrate a fundamental understanding of various psychological disorders
Demonstrate an understanding of the treatments and therapies used for various psychological disorders
Consider the implication of labelling something as abnormal
Identify the symptoms, etiology and contributing factors (lifestyle, behaviour, social interactions, emotions and cognition) to psychological disorder
Explore the tendencies of psychological comorbidity
Demonstrate knowledge of common terminology used in psychology and abnormal psychology and outline the main features of abnormal psychological concepts
DSW 105: Introduction to Mental Health & Promoting Wellness?(90 hours)
Brief Course Description
In this course, students will receive an overview of mental health service delivery options within BC and how to determine service delivery options within your specific area. Students will also explore Canada?s Mental Health Act. Students will be introduced to the DSM-V, etiology, symptoms and treatments of various major mental illnesses and disorders. This course will also touch on the role of health and wellness in the lives of community members, and how to help promote healthy habits in the individuals you are supporting. Due to the fact that the Developmental Services Worker (DSW) is supporting and providing care to individuals with complex medical needs, it is important to have a basic understanding of bodily functions. Students will also get a glimpse into the mind-body connection.
Learning Objectives*
Upon completion of this course the successful student will have reliably demonstrated the ability to:
Explain the mental health service delivery in BC and the steps needed to find mental health services within different jurisdictions
Discuss Canada?s Mental Health Act
Know how to read and understand the DSM-V
Explain the etiology, symptoms and treatment of various major mental illnesses and disorders
Discuss the role of psychiatric medications
Explain the role of developmental services workers in ongoing medication monitoring and support
Explain the role of health promotion in developmental services work
Outline ways in which individuals with mental health disorders, physical disabilities and developmental disabilities can prevent illness and enhance their wellness
Outline the different body systems and the additional health challenges associated with complex disabilities
Explain the mind-body connection and how to support individuals with their attitudes and perceptions in order to enhance their overall wellbeing
DSW 106: Principles of Behaviour Management (90 hours)
Brief Course Description
This course focuses on the industry best practice of behaviour management which is Applied Behaviour Analysis (ABA) and under the umbrella of ABA is Positive Behaviour Support which students will also become familiar with. Using the ABC model (modifying antecedents and consequences), students will understand how to manage behaviour using reinforcement. There are many ethical considerations to keep in mind regarding behaviour management, so students will get a deeper look into providing behaviour support that is client-centered and supports an enhanced quality of life. Practical applications of theory and their effects on behaviours will be discussed through this course.
Learning Objectives*
Upon completion of this course, the successful student will have reliably demonstrated the ability to:
Describe the basic theory behind applied behaviour analysis
Discuss why there is concern about its use
Use the ABC model to differentiate between the antecedent, behaviour and consequence
Identify a target behaviour for modification
List and describe behavioural assessments, graphing and data analysis
Describe the options to increase or decrease the frequency of behaviour
Explain how to establish discriminations
Explain how to teach generalization and set up maintenance schedules
Develop an individual behaviour support plan
DSW 107: Alternative and Augmentative Communication & Assistive Technologies?(30 hours)
Brief Course Description
There is an expanse of technologies available to help adapt the built environment to support the needs of individuals with various disabilities. This course is designed to show how assistive technology can be used in community settings to enhance the teaching and learning of people with disabilities. It addresses the challenge of how we can effectively use assistive technology in all kinds of settings to enhance skill-building. This course will also discuss alternate communication technologies and give students the foundational skills to use these technologies, in order to communicate effectively with the individuals they are supporting.
Learning Objectives*
Upon completion of this course, the successful student will have reliably demonstrated the ability to:
Define Assistive Technology (AT)
Explain what AT is and the differences between assistive, adaptive and rehabilitative devices are
Discuss the most commonly used types of AT
Discuss the history of AT and how far technology has come in supporting individuals with disabilities
Explain and apply the SETT Framework
Discuss and give examples of AT to enhance mobility for persons with physical impairments
Discuss challenges an individual with a physical impairment may experience in various community settings with limited accessibility
Discuss ways to mitigate accessibility challenges in the community
Define Alternate and Augmentative Communication (AAC)
Discuss various tools used in AAC to communicate using low-tech, mid-tech and high-tech
Identify examples of aided and unaided communication devices
Explain and give examples of AT and AAC to enhance independent living
DSW 108: Dual Diagnosis?(60 hours)
Brief Course Description
A dual diagnosis is defined by a combination of two diagnoses, in this course the focus will be the interaction between a developmental disability diagnosis and a mental illness diagnosis. Students will get a better look at the history of dual diagnosis and how a mental illness can make a developmental disability more complex. This course will also outline the importance of a support team and all of the practitioners and service providers involved in supporting an individual with a dual diagnosis.
Learning Objectives*
Upon completion of this course the successful student will have reliably demonstrated the ability to:
Define dual diagnosis
Identify the ways in which having an existing developmental disability can confound a mental illness
Discuss mental disorders in both clinical and research settings
Explain dual diagnosis and what it means to the client
Discuss different treatment options available
Explain what a multidisciplinary support team is and who it is comprised of
Outline the roles of various service providers and practitioners on a multidisciplinary support team
DSW 109: Fundamentals of Pharmacology and Medication Support?(30 hours)
Brief Course Description
This course introduces drug therapy and the administration of medication responsibilities of a developmental services worker. Students will learn the basics about drug interactions and the various uses of medications and how they target the different body systems based on the disease or disorder. Students will also get an overview of supporting individuals in the community with addiction disorders.
Learning Objectives*
Upon completion of this course the successful student will have reliably demonstrated the ability to:
Explain what drug therapy is and the different classes of drugs
Explain the cruciality of administering medication correctly
Identify the ethical considerations in remaining confidential and safe as it pertains to medication administration
Identify how to respond to an emergency in the event of incorrect administration or overdose
Explain the basic ways in which medication is used to treat disorder or disease in the various body systems
Identify common drug interactions with other drugs and foods and how to identify an adverse drug reaction
Explore how to support individuals in the community living with addiction disorders
DSW 110: Supporting Independence of Activities of Daily Living (ADLs)?(30 hours)
Brief Course Description
This course will teach students how to employ strategies to motivate, support and encourage clients in Activities of Daily Living and Life Skills.
Learning Objectives*
Upon completion of this course the successful student will have reliably demonstrated the ability to:
Define Activities of Daily Living (ADLs)
Define Instrumental Activities of Daily Living (IADLs)
Discuss the importance of fostering independence
Apply support plans to assist clients to be more independent
Understand functional assessments and how to use them
DSW 111: Person-Centered Planning?(30 hours)
Brief Course Description
The concept of person-centered planning looks at the process by which the interests and desires of an individual with a disability are central to making joint decisions about the future. Living and working considerations vary depending on each individual and that is why it is crucial to ensure the person is central. This course will teach students how to assist people to enhance participation in their communities based on their interests.
Learning Objectives*
Upon completion of this course the successful student will have reliably demonstrated the ability to:
Define person centered planning
Explain how to increase the presence of a person in their community
Discuss how to expand and deepen people?s friendships
Explain how to assist clients to have more control and choice
Identify ways to increase participation in the community
Explain how to develop their competencies and contributions of their unique gifts
Explore PATHS, MAPS and Circles of Support
DSW 112: Career Planning and Preparation (15 hours)
Brief Course Description
This course will provide graduates with the skills necessary to prepare for, seek and secure employment in their field of study. Students will get a clear understanding of what their options are for employment opportunities and the different settings they could apply to work in. Students will learn how to format their resumes and cover letters as well as how to conduct oneself in an interview. By building on career planning skills, students are better equipped to also support their clients in attaining employment.
Learning Objectives*
Upon completion of this course the successful student will have reliably demonstrated the ability to:
Identify and select potential employment opportunities
Prepare a professional and effective cover letter and resume Demonstrate how to give constructive feedback to peers Demonstrate role appropriate interview skills
Self-reflect and identify continuous opportunities for growth and development
DSW 113: Field Practicum (120 hours)
Brief Course Description
This course will provide students with the opportunity to apply their knowledge to a community setting. Through completing a field practicum, students are prepared for a career in developmental services. Students will have hands-on experience supporting individuals with disabilities in the community and will apply what they have learned about professionalism and relationship building to practices within the developmental services field.
Learning Objectives*
Upon completion of this course the successful student will have reliably demonstrated the ability to:
Be respectful and kind to clients
Adhere to confidentiality
Demonstrate professionalism in their role as a DSW
Assist clients to become more independent
Build relationships with the clients they are supporting
Work within a multidisciplinary team to benefit clients
Ask questions and be curious about their role and responsibilities

Admission Requirements
General Admission Requirements for Domestic Students
Are you a domestic student?
You must prove the following:
You have successfully completed a B.C. Secondary School diploma or the equivalent of one
You are at least 19 years old before the first day of your program
English Language Proficiency Requirements for Domestic Students
Are you a domestic student?
You must show your language proficiency in ONE of the following ways:
You achieved a C+ (67%) or higher in BC English Studies 12, English First Peoples 12 or Literary Studies 12 or an equivalent course in Canada
You have completed two or more years in a row of full-time post-secondary education in English in one of the approved countries listed below OR you have completed three or more years in a row of full-time secondary school education in English in one of the approved countries listed below
You achieved a minimum score on one of the approved tests listed below
Approved Countries
American Samoa, Anguilla, Antigua and Barbuda, Australia, Bahamas, Barbados, Belize, Bermuda, Botswana, British Virgin Islands, Cayman Islands, Dominica, Falkland Islands, Fiji, Gambia, Ghana, Gibraltar, Grenada, Guam, Guyana, Ireland, Jamaica, Kenya, Lesotho, Liberia, Malta, Mauritius, Montserrat, New Zealand, Nigeria, Seychelles, Sierre Leone, Singapore, South Africa, St Helena, St. Kitts and Nevis, St. Lucia, St. Vincent & The Grenadines, Tanzania, Trinidad & Tobago, Turks and Caicos Islands, Uganda, United Kingdom, United States of America, US Virgin Islands, Zambia, Zimbabwe
Approved English Language Proficiency Tests and Scores
Cambridge English Advanced (CAE): minimum score of 58 or C
The Canadian Academic English Language Assessment (CAEL): minimum score of 55
Canadian English Language Proficiency Index Program (CELPIP): General 6
Duolingo: minimum score of 110 (temporary due to COVID)
International English Language Testing (IELTS): academic level with a minimum overall score of 6.0
Test of English as a Foreign Language (TOEFL) internet-based test: academic level with a minimum score of 79-80 and a minimum of 19-20 on each band
Test of English as a Foreign Language (TOEFL) paper-based test: minimum score of 550 and a minimum of 23 each for reading, writing, and listening
General Admission Requirements for International Students
Are you an international student?
You must prove the following:
You have successfully completed a B.C. Secondary School diploma or the equivalent of one
You are at least 19 years old before the first day of your program
English Language Proficiency Requirements for International Students
Are you an international student?
You must show your language proficiency in ONE of the following ways:
You achieved a C+ (67%) or higher in BC English Studies 12, English First Peoples 12 or Literary Studies 12 or an equivalent course in Canada
You have completed two or more years in a row of full-time post-secondary education in English in one of the approved countries listed below OR you have completed three or more years in a row of full-time secondary school education in English in one of the approved countries listed below
You achieved a minimum score on one of the approved tests listed below
Approved Countries
American Samoa, Anguilla, Antigua and Barbuda, Australia, Bahamas, Barbados, Belize, Bermuda, Botswana, British Virgin Islands, Cayman Islands, Dominica, Falkland Islands, Fiji, Gambia, Ghana, Gibraltar, Grenada, Guam, Guyana, Ireland, Jamaica, Kenya, Lesotho, Liberia, Malta, Mauritius, Montserrat, New Zealand, Nigeria, Seychelles, Sierre Leone, Singapore, South Africa, St Helena, St. Kitts and Nevis, St. Lucia, St. Vincent & The Grenadines, Tanzania, Trinidad & Tobago, Turks and Caicos Islands, Uganda, United Kingdom, United States of America, US Virgin Islands, Zambia, Zimbabwe
Approved English Language Proficiency Tests and Scores
Cambridge English Advanced (CAE): minimum score of 58 or C
The Canadian Academic English Language Assessment (CAEL): minimum score of 55
Canadian English Language Proficiency Index Program (CELPIP): General 6
Duolingo: minimum score of 110 (temporary due to COVID)
International English Language Testing (IELTS): academic level with a minimum overall score of 6.0
Test of English as a Foreign Language (TOEFL) internet-based test: academic level with a minimum score of 79-80 and a minimum of 19-20 on each band
Test of English as a Foreign Language (TOEFL) paper-based test: minimum score of 550 and a minimum of 23 each for reading, writing, and listening
General Admission Requirements for Mature Students
Do you identify as a mature student?
To qualify, you must meet the following requirements:
You are at least 19 years of age
You have not completed a B.C. Secondary School diploma or the equivalent of one
Application Requirements
Mature Students must submit ALL of the following:
At least one letter of reference from a person who is not related to you
A statement of intent clearly outlining your career goals and your reasons for believing you will succeed in the program
A personal profile of 250 words or less
Additional Requirements
You must meet all of the program-specific and non-academic requirements where listed. In some cases, you may need to complete a placement exam to determine academic readiness.
?
Additional Requirements for All Students
Applicants should also provide the following additional documents. These additional mandatory requirements apply prior to commencing practicums and not at the time of admission.
Clear criminal records search for the vulnerable sector.
TB test and/or X-ray and Certificate of Health.

Dates
Live Online
Full Time:
November 07, 2022 ? June 30, 2023
Webinars are held Monday to Friday from 8:30 am to 11:30 pm PST
Students must devote at least 20 hours per week to attending webinars, seminars, and laboratories online
Seminars and laboratory times are decided at the start of the cohort
680 hours including: 560 hours of instruction, 120 hours of practicum
Practicum: June 01, 2023 ? June 30, 2023
Part Time:
September 12, 2022 ? October 13, 2023
Webinars are held Mondays, Wednesdays, and Fridays from 5:00 to 7:00 pm PST
Students must devote at least 20 hours per week to attending webinars, seminars, and laboratories online
Seminars and laboratory times are decided at the start of the cohort
680 hours including: 560 hours of instruction, 120 hours of practicum
Practicum: September 15, 2023 ? October 13, 2023
In-Class
Full-Time:
September 12, 2022 ? May 05, 2023
Classes are held Monday to Friday from 8:30 am ? 12:30 pm PST
Students must devote at least 20 hours per week to attending classes, seminars, and laboratories in-person
Seminars and laboratory times are decided at the start of the cohort
680 hours including: 560 hours of instruction, 120 hours of practicum
Practicum: April 04, 2023 ? May 07, 2023
?

Fees
Tuition fees for this program are due and payable 2 weeks prior to the cohort start date. Students with guaranteed funding arrangements will be exempt from this requirement provided they produce proof of funding before the cohort start date.
All formats of the program are eligible for Canada Student Loans, other forms of government funding, and bank financing. However, students are responsible for making their own funding arrangements and are advised to contact the relevant funder well in advance of the start date to make an application.
Application and tuition fees for this program are as follows:
Application fee: $40 (Domestic Students) or $140 (International Students)
Tuition fee (Domestic): $6,730
Tuition fee (International): $8,412
Note: Tuition fees do not include the cost of the required textbooks. The approximate textbook fees are $850.

Technical Requirements
Live Online Students
Ashton College uses web conferencing tools to help instructors and students connect and collaborate live online. For the online classes, students need to have a fully functional computer system with a webcam, speakers and microphone or headset and headphones, along with a reliable high-speed internet connection. Though the classes can be accessed using smartphones and tablets, we recommend using a laptop or desktop computer for a better learning experience.

This program was reviewed and approved by the Registrar of the Private Training Institutions Branch of the Ministry of Advanced Education and Skills Training.