The Developmental Services Worker program at Centennial College emphasizes a combination of professionalism and empathy that - when combined with in-depth knowledge - allows students to obtain roles in a number of organizations, including schools and residential homes.

1. Developmental Services Worker Program Train for
Variety of Roles
It is essential that we build a society in which everyone plays a role and no
one is excluded. The challenge for the professionals who work and support
people of all ages with developmental or intellectual disabilities is to
enhance their clients’ presence and participation in their community. It’s not
surprise then that these professionals work in a range of areas, among
which are:
• In-home, supporting individuals who are considered “higher
functioning” so that they may remain independent
• In-home, supporting families of those with developmental delay by
offering respite
• In community organizations as residential counsellors who help their
clients enjoy various activities
• In schools with students who may need educational assistance
• With not-for-profit organizations that cater to individuals with
developmental disabilities
• In the residential programs of long-term care facilities as activation
directors
Before they can enter the field, aspiring developmental services workers
program must attend a post-secondary program. Centennial College offers
one such program to those who are interested in a curriculum that
emphasizes a deep understanding of the life experiences of people who
have intellectual disabilities, values clarification, analysis, critical thinking,
problem solving, affecting positive change, and communication skills.
The most unique aspect of this offering is its emphasis and focus on
proactive learning that includes a range of hands-on activities to teach
students the skills they will need once they graduate and are ready to apply
for jobs in the field. This interactive approach is facilitated both on and off
campus. In classes, it is employed through projects that included research
about new therapies and the history of disability, interactive seminars,
community observations, Internet searches that teach students how to
research the field, teamwork and electronic communication. Through these
activities students learn topics such as: interpersonal skills, the nature of
intellectual disability, health promotion and personal well-being, social
psychology, support for personal healthcare, facilitation and leadership
skills, teaching skills and more.
Meanwhile, for the off-campus component, students have the opportunity to

2. complete supervised field placements in semester three (two days per
week) and semester four (three days per week). In the first field placement,
students use the theory of Social Role Valorization to frame and understand
the role of supporter. They become familiar with an understanding of:
clients’ life experiences, the limits society has imposed on their
opportunities, clients’ relationships, listening clients and the people in their
lives, and tending to clients’ interests. Students take direction from the
people they support to establish or enhance valued social roles in their life.
In the second placement, meanwhile, students take responsibility for
designing and implementing plans or strategies to teach and support
individuals and/or work with communities. Facilitation and leadership skills,
community development and, positive imagining and competencies for
holistic the personal well-being and community inclusion for individuals they
support are some of the areas they pursue in this placement.