Course Description
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.
Course Learning Outcomes
Upon successful completion of this course, you will be able to reliably demonstrate the following Course Learning
Outcomes which will be taught and evaluated:
1.) Describe effective and appropriate communication and interpersonal skills with respect of one's faith, culture,
language and communication strategies when providing supports to people who have a developmental disability and
their families
2.) Integrate interpersonal communication and support strategies with practical simulated applications.
3.) Describe Core Competencies and the impact of these to the role of the Developmental Services Worker
4.) Demonstrate how a DSW can reflect their quality care through professional standard documentation practices,
which are clear, concise, and confidential while adhering to legislation, and commonly employed workplace and
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ministry imposed policies and procedures.
5.) Define and discuss an environment of zero-tolerance towards all forms of abuse and report all alleged,
suspected or witnessed incidents of abuse of a person with a developmental disability in accordance with relevant
legislation and workplace policies and procedures
6.) Identify Professionalism skills reflective of practice and continue to build professional ePortfolio
7.) Apply Behavioural Based Interview skills and competencies through practical application during Behavioural
Based Interviews
Essential Employability Skills
Upon successful completion of this course, you will be able to reliably demonstrate the following Essential
Employability Skills (EES):
EES 1
Communicate clearly, concisely and correctly in the written, spoken and visual form that fulfills the
purpose and meets the needs of the audience.
EES 2
EES 4
EES 5
EES 6
Respond to written, spoken or visual messages in a manner that ensures effective communication.
Apply a systematic approach to solve problems.
Use a variety of thinking skills to anticipate and solve problems.
Locate, select, organize and document information using appropriate technology and information
systems.
EES 7
EES 8
EES 9
Analyze, evaluate and apply relevant information from a variety of sources.
Show respect for diverse opinions, values, belief systems and contributions of others.
Interact with others in groups or teams in ways that contribute to effective working relationships
and the achievement of goals.
EES 10
EES 11
Manage the use of time and other resources to complete projects.
Take responsibility for one's own actions, decisions and consequences.
Relationship to Vocational Learning Outcomes
This course provides the opportunity for you to achieve the following Program Vocational Learning Outcomes (VLO)
which will be taught and evaluated at an introductory (I), building (B) or culminating (C) level:
DSW1 - Developmental Services Worker (DSW1-HUM-20245)
VLO 1
VLO 5
VLO 7
conduct oneself in an ethical, competent and accountable manner in all professional relationships.
(B)
employ and adapt formal and informal strategies to support the learning of people with
developmental disabilities. (B)
develop professional and personal plans that enhance job performance and well-being. (B)
DSW7 - Developmental Services Worker (Fast Track) (DSW7-HUM-20245)
VLO 1
conduct oneself in an ethical, competent and accountable manner in all professional relationships.
(B)
VLO 5
employ and adapt formal and informal strategies to support the learning of people with
developmental disabilities. (B)
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VLO 7
develop professional and personal plans that enhance job performance and well-being. (B)
Evaluation
The following list provides evidence of this course's learning achievements and the outcomes they validate:
Assignment(s) (55%)
Validates Outcomes: CLO 1, CLO 2, CLO 3, CLO 4, CLO 5, CLO 6, EES 1, EES 2, EES 4, EES 5, EES 6, EES 7,
EES 8, EES 10, EES 11
DSW1 : VLO 1, VLO 5, VLO 7
DSW7 : VLO 1, VLO 5, VLO 7
Demonstration(s) of Skill (35%)
Validates Outcomes: CLO 2, EES 1, EES 2, EES 4, EES 5, EES 7, EES 8, EES 9, EES 11
DSW1 : VLO 1, VLO 5
DSW7 : VLO 1, VLO 5
Self/Peer Evaluation(s) (10%)
Validates Outcomes: CLO 1, CLO 3, CLO 7, EES 1, EES 2, EES 4, EES 5, EES 6, EES 7, EES 8, EES 9, EES 10,
EES 11
DSW1 : VLO 1, VLO 5, VLO 7
DSW7 : VLO 1, VLO 5, VLO 7
Refer to the FOL course site for detailed description and evaluation criteria and/or rubrics that will be used to
evaluate your course work. Note: Access to the course site will end at the conclusion of the course.
Enhanced Learning Resources Module
Course Material(s) (Non-textbook)
Item: NOTE: If you purchased the Conversations That Matters (CTM) videos previously you do not have to
purchase again as your membership lasts for one year. Log in here to make your own purchase if you need to:
https://conversationsthatmatter.org/register/student. You cannot purchase from the bookstore.
Required/Recommended: Required
Other Technology
Description: Computer with Mic and Webcam and Consistent and Reliable Access to the Internet
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Learning Activities to support the intended learning
This is a blended course, meaning the student will be required to be face to face and/or synchronous for some
classes. All of the dates will be posted and discussed in the first class.
Prior Learning Assessment and Recognition
If you intend to apply for Prior Learning Assessment and Recognition (PLAR) to earn college credits for knowledge
and skills acquired through previous life and work experience, you will need to demonstrate competency at a post-
secondary level in the course learning outcomes outlined above. Academic and administrative standards for PLAR
are specified in Policy A124. The type of evaluation method used will be determined by a subject matter expert to
provide evidence of learning through a:
•
Other: Simulated Lab
Core Competency Assignment
E-Portfolio Assignment
College Grading
Final Grade
Range
Grade Point
Final Grade
Range
Grade Point
A+
B+
C+
D+
F
90% - 100%
75% - 79%
65% - 69%
55% - 59%
0% - 49%
Incomplete
4.2
3.5
2.5
1.5
0
A
B
C
D
P
N
80% - 89%
70% - 74%
60% - 64%
50% - 54%
Greater than 50
4.0
3.0
2.0
1.0
n/a
n/a
I
n/a
No credit
achieved
W
Withdrawn
n/a
X
Audit Only
Graduation from approved College programs requires a student to complete the program
curriculum, to meet its academic standards and to achieve a minimum cumulative GPA of 2.0 (C
grade), except in Applied Degree programs, where a student must achieve a minimum average
GPA of 2.5 (C+) in vocational courses and a GPA of 2.0 (C) in all other courses.
Course Specific Information (i.e., practices and procedures)
Electronic Communication
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This course requires access to electronic resources such as e-mail and the Internet (see the "Detailed Content"
section of your course outline for more details on how these electronic resources will be used). All students
registered in this course must have active e-mail accounts. Fanshawe College provides access to
www.FanshaweOnline.ca (the student website portal) and to personal computers at many locations within the
College. If you have any concerns about meeting the requirement, contact your professor or the Connect
Resource Centre in E2030 (Policy 2-B-10).
Educational Technology
This course requires regular computer use. Students must use word processing software when creating written
assignments. Hand-written assignments will not be accepted except where indicated by the professor. Students may
also expect to conduct research on the Internet, and know how to appropriately document their Internet resources
using APA format.
This course requires regular use of the internet to access Fanshaweonline and the course site, Course Outline,
Course Plan, Communications, Evalautions, Media Tools, and others noted in the course.
Upgrading Opportunity
There may be an opportunity to upgrade a failing grade in this course, please see the DSW handbook for details.
Assignments and Tests
The passing grade for this course is 50%.
Copying Content, Collaborating or working with another person on independent assignments. Communication with
any other person or source during an exam (including online):
As this is a second semster course, the expectation is that:
•
By second semester students have learned that academic integrity is an important part of post secondary
education and so copying or collaborating with another student is not tolerated
Assignments that include copied work or do not demonstrate independent work will be given a grade of zero and
an academic offense, as this is the mechanism that the College uses for tracking academic integrity.
•
•
•
In this second semester course, there will not be an opportunity to resubmit copied work.
For tests, there will not be an opportunity to redo a test that was not completed independently or where the student
accessed unsanctioned resources. Depending on the extent of how compromised the test is, the student may also
have a grade of zero applied along with the documented academic offense
Research and referencing offences on assignments:
As this is a second semster course, the expectation is that:
•
By second semester students understand the need to give credit to another author for researched material/ideas
but may still struggle with how to reference correctly. If the student demonstrates that they are attempting to cite but
are missing key APA elements, or have improper style, the paper will still be graded using the assignment rubrics.
Depending on the extent of the improper formatting, the student could get a zero on that part of the assignment. It
will also be up to the discretion of the professor to allow the student to fix formatting errors and resubmit within 3
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days, but there must be clear evidence that there was a sincere attempt to give credit for researched material.
A research assignment that is missing both intext citations and a reference page or has copied and pasted content
•
from any other source will not be tolerated. An academic offense will be issued. Depending on the degree to which
the assignment integrity has been compromised the assignment may receive a zero grade as well.
DSW Late Assignment Protocol
The ability to take responsibility for decisions and manage time effectively are just two of the important essential
employability skills for a Fanshawe graduate. To help students meet those employability skills, time management
skills will be taught and evaluated in DSW courses. Faculty understand that managing time and meeting deadlines is
skill that takes time and effort to develop. Therefore, it is the practice of the DSW program to allow for late
assignments (with a penalty) in first year of classes, but not in the 2nd year classes, as there is an expectation that
time management goals can be met consistently prior to graduation.
Late assignments will be evaluated as follows
As per the evaluation policy (A131), students who experience exceptional circumstances maybe unable to submit an
assignment on time.
At any level of the program, if a student meets the requirements for exceptional circumstances the student can
submit an assignment late. A due date will be negotiated with the professor of the course if:
1
. When possible, the student has contacted the professor before a test/assignment is missed/due
. Appropriate documentation/evidence to substantiate your request has been provided.
2
If prior notification is not provided or the student does not meet the criteria for exceptional circumstances, the
following practice will be applied to late assignments:
Any late assignment: subtract 25% per day (including weekends) for a maximum of 3 days.
On day 4 a grade of 0 is applied.
There will not be an opportunity to submit an assignment after 3 days for grading.
College Related Information
Students Rights and Responsibilities and the Fanshawe Student Union (FSU)
The College and FSU are committed to offer the highest quality education, learning experience and student life to all
who attend Fanshawe College. The principles set forth within the Statement of Rights and Responsibilities guide
that commitment. For more information on the College and FSU responsibilities or student rights and responsibilities
visit: http://www.fsu.ca/rights-responsibilities.php.
Policies
Fanshawe College has a number of academic and administrative policies that:
Define procedures to resolve complaints, launch academic appeals, and protect human rights;
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Define the expectations the College has about student behavior and responsibilities, including sanctions which
may be applied when offences occur and;
Provide information which can impact the student experience, including refund and withdrawal dates, or rules for
academic progression.It is important you are aware of the policies which apply to you, what they are about, and
how to find them. College policies are available on the Fanshawe College website at Policies Home:
https://www.fanshawec.ca/about-fanshawe/corporate-info/policies
Academic Integrity
Academic Integrity is a fundamental principle of Fanshawe College’s academic mission. Fanshawe College defines
Academic Integrity as holding oneself and others accountable for consistently performing all academic work honestly
and with integrity. Fanshawe College’s Academic Integrity Policy (A136) can be viewed in full online at:
https://www.fanshawec.ca/sites/default/files/2021-06/a136.pdf
Students are encouraged to discuss Academic Integrity and Academic Offence-related concerns with their Course
Instructors. Specifically, before completing an assessment, students should speak with their Course Instructors
about the use of cognitive offloading tools, which include, but are not limited to: calculators, textbooks, translation
tools, course notes and resources, search engines (e.g. Google), and generative artificial intelligence applications
(e.g. ChatGPT). Students should consult with their Course Instructors regarding which cognitive offloading tools, if
any, are permitted for a given assessment. If specific cognitive offloading tools are not identified as permitted for a
given assessment in course materials provided by the Course Instructor, then students should assume that such
tools are NOT permitted for that assessment. Students and Faculty are welcome to consult with the Academic
Integrity Office if they have questions or concerns about Academic Integrity, Academic Offences, and Appeals.
Information and resources are available to students through the Academic Integrity Office’s website:
https://www.fanshawelibrary.com/academic-integrity/
Students are encouraged to review the Academic Integrity at Fanshawe College ebook:
https://ecampusontario.pressbooks.pub/fanshaweacademicintegrity/
Academic Offences
Fanshawe College defines Academic Offence as obtaining or attempting to obtain an unfair advantage or credit for
oneself or others by dishonest means. The following are examples of Academic Offences and a complete list of
Academic Offences can be found in the Academic Integrity Policy (A136).
Plagiarism: submitting another person’s work as one's own; neglecting to cite or improperly citing the original
source of ideas, text, images, etc.; resubmitting previously submitted and graded work for additional grades.
Acting to assist or facilitate another student’s Academic Offence.
Communicating with or copying from another person during a quiz, test, or exam.
Participating in activities, in person or electronically, that are not permitted in the preparation or completion of
academic work.
Using materials, resources, or technologies that are not permitted in the preparation or completion of academic
work or during a quiz, test, or exam.
Altering or falsifying academic records in any way or submitting false documentation for academic purposes.
Warnings and Penalties for Academic Offences
Academic Offences are taken seriously and can result in the issuance of Warnings or the application of Penalties
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which can range from re-doing work and marks of zero to failing a course or being suspended or expelled from the
College. A complete list and descriptions of Warnings and Penalties can be found in the Academic Integrity Policy
(A136).
Students are strongly encouraged to take precautionary measures while preparing and completing their academic
work so as to ensure that they achieve and maintain academic integrity while avoiding and preventing Academic
Offences.
Academic Offence Appeals
Students have the right to access the Appeal process if they have reasonable grounds to support their belief that a
decision regarding an Academic Offence, Warning, or Penalty was unjust. Reasonable grounds, the Appeal
process, and timelines are detailed within the Student Appeals Policy (A128) which can be viewed online at:
https://www.fanshawec.ca/sites/default/files/2021-06/a128.pdf
To learn more about the services and resources that are available to assist students in maintaining and achieving
Academic Integrity while avoiding and preventing Academic Offences, please visit the Library Learning Commons
https://www.fanshawelibrary.com/ and the Academic Integrity Office: https://www.fanshawelibrary.com/academic-
integrity/.
Student Services
Whether you’re a new student looking for a peer-tutor to help you get a handle on a tough class or an experienced
student looking for career counselling, take advantage of the many services available to you as a Fanshawe student
at: https://www.fanshawec.ca/students/life
Office of the Registrar
For all admissions and registration related information, visit: https://www.fanshawec.ca/admission-finance/registrars-
office
Regarding Proctoring
Some courses make use of remote proctoring for tests and examinations, where required. Remote proctoring
involves the use of external software tools and service providers to help maintain academic integrity of tests, and
exams. Fanshawe College utilizes both live virtual proctoring where a proctor oversees the test or exam from a
remote location, and monitoring tools that record video of a test session for review. You can sign-up through
Fanshawe Online for your proctored test.
Remote proctoring allows for you to have a convenient and secure way to complete evaluations from your home, or
chosen location, while ensuring the academic integrity of your Fanshawe credential.
For information on Fanshawe College’s privacy policy, please consult Policies Home:
https://www.fanshawec.ca/about-fanshawe/corporate-info/policies
Should you have any concerns around participating in your test or exam using remote proctoring, you need to
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contact your professor at least two weeks prior to your test. If necessary, alternative arrangements will be made,
depending on your personal circumstances.
Regarding Recording
Pre-recordings of class materials and concepts are frequently provided as part of the online learning experience at
Fanshawe College and are the property of Fanshawe College.
Online class sessions may be recorded by professors for students to review for study purposes. Recordings are
available within the course site in Fanshawe’s learning management system, and are only available to those
registered in the course site. Class recordings are only for course use, and will not be distributed for other purposes.
Students have the right to opt out of being recorded and should notify their professor in advance of a session.
Student names will only be recorded if they participate (video, chat, audio) during the recorded session. If you do not
want to be recorded, please leave your camera and audio turned off and do not participate in the chat function. Your
instructor will provide an alternative method for participation.
For information on Fanshawe College’s privacy policy, please consult Policies Home:
https://www.fanshawec.ca/about-fanshawe/corporate-info/policies
Legend
Terms
•
•
•
•
•
•
•
•
•
•
•
•
ILO: Indigenous Learning Outcome
Apprenticeship LO: Apprenticeship Learning Outcome
CLO: Course Learning Outcome
DPLO: Degree Program Learning Outcome
EES: Essential Employability Skill
EOP: Element of Performance
GELO: General Education Learning Outcome
LO: Learning Outcome
PC: Program Competency
PLA: Prior Learning Assessment
PLAR: Prior Learning Assessment and Recognition
VLO: Vocational Learning Outcome
Assessment Levels
•
•
•
I: Introductory
B: Building
C: Culminating
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