FULL-TIME | WINNIPEG LOCATIONS DISCF-DP Disability and Community Support

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Overview

  • Two-year diploma 
  • August entry date
  • Notre Dame Campus, Winnipeg
  • Workplace model 
  • Practicum, four placements (Residential, Employment/Day, Education, Final)
  • Joint degree option with University of Winnipeg
  • Credit transfer opportunities with Universities
  • Optional one-year certificate exit
  • RPL (Recognition of Prior Learning)
  • If you have a criminal record you may not be able to complete this program. If you are listed on a Child Abuse Registry or Adult Abuse Registry you will not be able to complete this program. See Program Progression Requirements for more info. 
  • International applicants please visit Academic Program, Dates and Fees for a listing of programs for international students, current availability and online application instructions

Description
In this program you will develop the knowledge, skills, and values required to support and enhance the development of persons with disabilities. The program focuses on 'community', and students will provide support to persons with disabilities in schools, homes, employment, and leisure settings. The program is offered as a workplace model which means that courses are offered in a block format and practica is integrated throughout the term. It also means that regular applicants will learn alongside individuals who are currently working in the field. 

As a student, you will learn how to assist persons with disabilities to plan and achieve their personal goals and maintain their health and well-being. You will understand how to promote the development of inclusive communities and display competent, responsible, and professional behaviour and attitudes. You will also have an opportunity to experience a variety of community settings through your fieldwork, or practicum, which makes up about one quarter of the program.

Prior to starting the program, you will be invited to attend a program information session. Although optional, it is highly recommended you attend. You may also be asked to participate in an individual interview.

Please view our PowerPoint Information Session Presentation


Admission Requirements

If your academic history includes any of the following, please visit me.rrc.mb.ca/Catalogue/Information/MyEducation for important information: post-secondary studies at an institution other than Red River College; Modified (M), English as an Additional Language (E), or GED high school courses; or home schooling.
ADMISSION REQUIREMENTS ARE DUE WITHIN 30 DAYS OF APPLYING (unless otherwise noted below).

However, if you apply within 6 weeks of the program start date, admission requirements are due within 5 days of applying.

This program requires completion of an assessment.  We strongly advise you complete the assessment before applying to ensure you meet this program's required levels. If you choose to complete the assessment within 30 days after applying and do not achieve the required levels, your application will be cancelled without refund. See Regular Admission Requirement 2 for more information.

Regular Admission Requirements

  1. Grade 12
    • Submit proof of graduation from or enrolment in Grade 12, including one credit of:
      • Grade 12 English
    • If you provide proof of enrolment at time of application, your official final grades indicating successful completion must be submitted by July 15 for fall enrolment or by the deadline specified in your admission letter
    • If you are required to complete an English language assessment, do not submit your transcripts until requested to do so.  See Regular Admission Requirement 2 for more information.
      and
  2. Academic Communication (ACA) or English Language Assessment (ELA)
    • Before applying, determine which assessment (ACA or ELA) is appropriate for your situation and complete the assessment
    • We strongly advise you complete the assessment before submitting your application to ensure you meet required levels
    • Assessment results must be dated no more than two years prior to your application date
    • If you meet one of the following English Language Requirements, complete the Academic Communication Assessment:
      • Successful completion of an equivalent of three years of full-time secondary (high school) education in Canada, the United States, or an ELR exempt country where English was the language of instruction
        or
      • Completion of all of your education in Canada, the United States, or an ELR exempt country where English was the language of instruction but you did not complete three years of high school
        or
      • English language requirements option 1, 2 or 3
        or
    • If you do not meet any of the above English Language Requirements, complete an approved English language assessment at the required levels.
      and
  3. Applicant Declaration for Check Documents Form

Mature Student Admission Requirements
If you are 19 years of age or older and have been out of high school for a minimum of one year at time of application, and you do not meet the regular admission requirements, you may apply under the Mature Student admission requirements.

  1. Academic Requirement
    • High school graduation is not required, but you must have successfully completed or be enrolled in:
      • One credit of Grade 12 English
    • If you provide proof of enrolment at time of application, your official final grades indicating successful completion must be submitted by July 15 for fall enrolment or by the deadline specified in your admission letter
    • If you are required to complete an English language assessment, do not submit your transcripts until requested to do so.  See Regular Admission Requirement 2 for more information.
      and
  2. Meet Regular Admission Requirements 2 and 3

Program Progression Requirements
Program progression requirements are not due within 30 days of applying and should be submitted after you start classes.

  • Criminal Record and Adult and Child Abuse Checks
    • This program requires students to submit current original/official versions of one or more of the following checks:
      • Criminal Record Check (CRC)
      • Provincial Child Abuse Registry Check (CAR)
      • Adult Abuse Registry Check (AAR)
    • If you have a criminal record you may not be able to complete the program
    • If you are listed on an Abuse Registry you will not be able to complete the program
    • For details on this program's requirements, when to obtain and submit the documents, review the Applicant Declaration for Check Documents Form
    • These documents have expiration dates and should not be obtained prior to timeline indicated on the Applicant Declaration for Check Documents form
    • For general information on why RRC requires these checks and for links to check providers such as the Winnipeg Police, visit our Criminal Record Checks webpage
    • Submit your check documents to the RRC program contact listed on the Contact Information section of your program

English Language Assessments

English Language AssessmentMinimum Required Levels
L - Listening, S - Speaking, R - Reading, W - WritingLSRW
AEPUCE (Academic English Program of University and College Entrance )
8888
CAEL (Canadian Academic English Language)
60606060
CLB (LINC) (Canadian Language Benchmark - Language Instruction for Newcomers to Canada)
Canadian Citizens: LINC programs are not available.
8888
CanTEST (Canadian Test of English for Scholars and Trainees)
RRC Institutional or Official CanTEST accepted EXCEPT for the Medical Laboratory Sciences (MLS) program. The MLS program requires the Official CanTEST (the RRC Institutional CanTEST will not be accepted).
4.54.54.54.0
IELTS - Academic (International English Language Testing System)
6.56.56.56.0
LSI (Language Studies International)
6.56.56.56.5
TOEFL-iBT (Test of English as a Foreign Language - internet Based Test)
20201921

Who Should Enrol?

You should be a caring person, possess good communication skills, and have the desire and ability to work well with others. A high level of motivation and self-discipline, and good reading, study, and organizational skills are required. Flexible schedules are an asset as evening and weekend work may be required.

If you are an individual with two or more years of experience, currently working for agencies funded by Family Services, and you wish to strengthen your knowledge and commitment to supporting persons with disabilities, you may apply as a workplace student. There may be tuition supports available through Family Services for workplace students. 


Locations, Dates and Fees

Next Estimated Term 1 Start Date (subject to change)

Location Start Date Apply Link
Notre Dame Campus Aug 31, 2020 Apply Now

Costs (estimates only; subject to change)

Program/Student Fees
Year 1
$4,289.00
Year 2
$4,289.00
Books and Supplies
Year 1
$900.00
Year 2
$700.00
Program/Student Fees (International)
Year 1
$14,141.00
Year 2
$14,141.00

Students may apply for financial assistance through the Manitoba Student Aid program. For general information on applying please call 204-945-6321 or 1-800-204-1685, or visit their website at www.manitobastudentaid.ca, which also includes an online application. For detailed information, please visit one of the RRC Student Service Centres or call 204-632-2327. Applicants requiring financial assistance should complete their student loan applications well in advance of the class start date.

Red River College is a participating institution in the HigherEdPoints program. Through this program, students are able to convert Aeroplan® Miles and TD Points into funds to help cover their tuition. Family members and friends can also contribute to a student’s education by converting their loyalty points - anyone can donate their points to an individual student.

Visit the HigherEdPoints website for more information about the program and/or to set up an account to convert your points.

Courses and Descriptions

(Click the course name to view the description of the course)
Recognition of Prior Learning (RPL)
In addition to Transfer of Credit from a recognized post secondary institution, other RPL processes are available for RPL courses. Click here for more information. For courses with no RPL, please check www.rrc.ca/rpl for additional contact information.
COMM-1158Interpersonal Communication
More Information

This course explores the complex styles of communication within various forms of relationships including discussion of self-image, perceptual differences, emotions and the impact of language. The course also addresses nonverbal communication and explores a variety of dynamics within relationships including effective listening, appropriate self-disclosure, defensiveness, assertiveness and managing conflict. Interpersonal communication with respect to cross-cultural, Indigenous and diverse perspectives are examined.

CYCP-1022A Context for Practice With Indigenous PeoplesRPL
More Information

This course will acquaint Child and Youth Care students with many of the significant issues affecting Aboriginal children, youth, and families. The theme of historical context and its relationship to cultural competence in child and youth care practice will be highlighted. In addition, the course will identify respectful ways in which Child and Youth Care professionals can incorporate an Aboriginal worldview into their care practices with children, youth, and families.

CYCP-1022A Context for Practice With Indigenous PeoplesRPL
More Information

This course will acquaint Child and Youth Care students with many of the significant issues affecting Aboriginal children, youth, and families. The theme of historical context and its relationship to cultural competence in child and youth care practice will be highlighted. In addition, the course will identify respectful ways in which Child and Youth Care professionals can incorporate an Aboriginal worldview into their care practices with children, youth, and families.

DCSP-1001Academic CommunicationRPL
More Information

Students will develop the writing skills that will assist them to communicate their ideas in an academic setting (e.g. how to write a term paper), complete an incident report at work, and make oral presentations (e.g. public speaking skills) for both the work and college environment. For this last area, students will prepare and deliver a multimedia presentation on a self-selected topic.

DCSP-1002Health, Medications, and Personal Care
More Information

(No description available at this time)

DCSP-1006Applied Teaching & LearningRPL
More Information

This course focuses on a variety of teaching strategies for individuals with disabilities. Students will prepare a focused, in-depth, meaningful learning plan for an individual with a disability. In order to do this, students will review and practice a variety of teaching techniques, set appropriate goals and objectives, promote natural incentives, judge when to teach or assist, judge how to teach or assist, prioritize tasks to be learned, and evaluate teaching effectiveness.

DCSP-1007Exploring DisabilitiesRPL
More Information

This course provides the student with information about various disabling conditions and the implications for supporting individuals in their daily lives. Specifically, students will explore the etiology, diagnosis, prevalence, incidence, and care related to a variety of conditions. Students will review current definitions and describe contemporary prevention and support strategies.

DCSP-1009Employment & DisabilityRPL
More Information

Students will describe the range of vocational options currently available to people with disabilities. Supported employment will be a major focus of study for the student. Students will explain the supported employment process, describe a marketing approach, compare perspectives on natural supports, and identify current trends in the field.

DCSP-1012Human Services: Values & IssuesRPL
More Information

Students will be introduced to the role that individual and societal values play in the treatment of individuals with an intellectual disability. Students will examine the historical evolution of service development and service delivery (segregation/integration, congregation/individualization, professional dominance/self-determination, client/citizen). Students will also examine the major issues that confront persons living with an intellectual disability in society today.

DCSP-1018Supported Community LivingRPL
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Students will explore the range of residential options currently available in the community. They will identify the skills necessary to assist people with disabilities to develop their own ideas of what they want their home to be. Students will describe the key features of self managed care, residential licensing procedures, and the role of the support personnel. Students will also study safety in the home, financial management, nutrition, and menu planning.

DCSP-1087Practicum-ResidentialRPL
More Information

This course introduces students to a residential setting for individuals with disabilities. This experience will enable students to observe and practice the skills required as a residential support staff. This practicum involves working primarily during evenings and at least one weekend. This course is a mandatory course in the program. Students will spend 132 hours in a residential setting in either Semester 1 or Semester 2.

Prerequisites:
DCSP-1087Practicum-ResidentialRPL
More Information

This course introduces students to a residential setting for individuals with disabilities. This experience will enable students to observe and practice the skills required as a residential support staff. This practicum involves working primarily during evenings and at least one weekend. This course is a mandatory course in the program. Students will spend 132 hours in a residential setting in either Semester 1 or Semester 2.

Prerequisites:
DCSP-1281Practicum-Employment/Day ServiceRPL
More Information

This course introduces students to an alternative/employment related setting for individuals with disabilities. This experience will enable students to observe and practice the skills required as a support staff in an agency that assists individuals to work and live in the community. This practicum involves working primarily during the day. This course is a mandatory course in this program. Students will spend 152 hours in an employment day service setting in either Semester 1 or Semester 2.

Prerequisites:
DCSP-1281Practicum-Employment/Day ServiceRPL
More Information

This course introduces students to an alternative/employment related setting for individuals with disabilities. This experience will enable students to observe and practice the skills required as a support staff in an agency that assists individuals to work and live in the community. This practicum involves working primarily during the day. This course is a mandatory course in this program. Students will spend 152 hours in an employment day service setting in either Semester 1 or Semester 2.

Prerequisites:
DCSP-2000Understanding Complex BehaviourRPL
More Information

The objective of the course is to assist students to describe the context of behavioural difficulties and to articulate the underlying conflicts that may lead to behaviour problems for individuals with disabilities. Students will discuss a variety of ways of supporting individuals with complex behavioural issues.

DCSP-2001Advocacy & Disability
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Students will be introduced to the need for strong advocacy on behalf of and by people with disabilities. They will review related human rights legislation and outline the principles of effective advocacy. Students will also identify strategies to encourage family, friends, and the individual to become involved in advocacy.

DCSP-2003Applied Literacy Skills
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Students will practice a variety of strategies that will assist people with disabilities to incorporate literacy into their everyday life experiences. Students will work directly with a learner to develop an individualized literacy plan.

DCSP-2004Sexuality and RelationshipsRPL
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Students will describe ways to facilitate healthy attitudes towards sexuality in relation to people with disabilities. They will utilize information to develop appropriate teaching strategies to help individuals learn about intimate relationships, and the prevention of sexual abuse and sexually transmitted diseases.

DCSP-2006Practicum-Education
More Information

This course introduces students to a school setting for children or young adults with disabilities. This experience will enable students to observe and practice the skills required to work as an Educational Assistant in different types of school settings. This course is a mandatory course in the program. Students will spend 140 hours in an educational setting in Semester 3.

Prerequisites:
DCSP-2007Practicum Seminar 3
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In Practicum Seminar 3, students will examine the structure of services and the role of profit and not-for-profit agencies in the provision of support for persons with disabilities. Students will review personal and professional development areas relating to employment. They will also prepare for Practicum-Education.

DCSP-2008Exploring Disabilities & Mental Health
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Students will describe a variety of mental health, physical, and injury-related disabling conditions. Specifically, they will explore the etiology, diagnosis, prevalence, incidence, and care related to these disabling conditions. Students will review current definitions and describe contemporary prevention and treatment/support strategies.

Prerequisites:
DCSP-2010Exploring Community Through the Arts
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This course assists students in exploring the variety of creative opportunities for meaningful involvement in community life such as theatre, music, and art. Students will explore their own creative potential and consider strategies for assisting individuals to be included in artistic aspects of their homes and communities.

DCSP-2011Family & Disability
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Students will be provided with an orientation to family dynamics with the emphasis being placed on families who have a member with a disability. They will recognize the importance of respect for families and the need to support their involvement in the life of their family member.

DCSP-2013Inclusive Classroom Support
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Students will be provided with an overview of the educational system. They will review the evolution of special education services, the range of existing educational opportunities, work experience, and transition issues. Students will review strategies to support children and youth with modified and adapted curricula in inclusive school environments. They will also examine the role of the teaching assistant in the educational context.

DCSP-2016Person Centred Planning
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Students will be provided with a comprehensive overview of individual planning tools. They will review and apply PATHs, MAPs, IPPs and other current planning approaches used in the province. Students will incorporate current information on the importance of inclusion, empowerment, and individualization in the planning process.

DCSP-2017Conceptual Frameworks in Disability Support
More Information

This course is designed to introduce the student to a number of issues that are current in the field. Students will review human rights/social legislation, de-institutionalization, abuse, family supports, service models, and advocacy.

DCSP-2026Augmentative and Alternative Communication
More Information

Students will examine a range of augmentative communication systems for individuals with disabilities. They will explore and utilize symbol systems, computer-assisted technology, sign language and facilitated communication.

DCSP-2190Selected Topics in Disability
More Information

This is a self-directed research course. It provides the opportunity for individual student research related to a particular area of interest. In this course, students will review current issues and topics related to disability. The focus may vary from year to year to reflect changes in thinking and research within the field.

Prerequisites:
DCSP-2276Practicum Seminar 2RPL
More Information

Practicum Seminar 2 assists students in planning for Practicum-Residential and Practicum-Employment/Day Service. The principles of group dynamics and team work as well as how to plan for life-long personal and professional growth will be covered in this course.

DCSP-3000Community Membership & Disability
More Information

Students will identify the competencies required to facilitate and support the meaningful inclusion of individuals with disabilities in the community. They will examine the concepts of integration and community, and learn a variety of strategies to facilitate successful integration.

DCSP-3007Supervision in Human Service Settings
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This course provides students with information about how to manage and supervise personnel in social service settings. Students will describe leadership roles and management styles, the importance of team-building, methods of conflict-management, strategies for staff appraisal and motivation, and ways of resolving performance problems.

DCSP-3008Practicum-Final
More Information

This course enables students to have some choice in deciding where to complete their final practicum. Options may include residential, employment, or day service, and educational, advocacy, or community development. Students will be guided in making this decision by the practicum co-ordinator based on their career plan, as well as their academic record, general aptitude, and interest in a particular setting. The practicum co-ordinator reserves the right to make the final decision. This practicum may also be a paid practicum if the student has been offered employment during Semester 4 of the program. This course is a mandatory course in the program. Students will spend 173 hours at their site in Semester 4.

Prerequisites:
DCSP-3041Applied Communication Skills
More Information

Expanding on concepts established in Interpersonal Communications A and B, students will study the qualities and practice the skills required to support individuals with personal issues and difficulties.

Prerequisites:
DCSP-3279Practicum Seminar 4
More Information

Students will demonstrate employment preparation skills such as resume writing, career planning, and interview skills. Students will discuss practicum experiences, how knowledge and skill could be applied in the workplace, and plan for Practicum-Final.

PRAC-1275Practicum Seminar 1RPL
More Information

Practicum Seminar 1 provides an orientation to practicum and assists students in planning for Practicum-Residential and Practicum-Employment/Day Service. Students will also demonstrate strategies related to time and stress management.

PSYC-1001Introduction to PsychologyRPL
More Information

This course is an introductory study of general and developmental psychology. It is designed for students in health care programs and as such, is aimed at practical application of social science knowledge in the helping relationships. It emphasizes fundamental principles of growth and development. Key concepts of personality motivation, emotional behaviour and methods of coping/adapting are included. Overall, the student is expected to gain insight into the roots of human behavior from both a physical and psychological perspective.

CO-OP/Practicum Information

Fieldwork or practicum make up about one quarter of the program. During these periods, you will be placed in service agencies where you will work with individuals with disabilities. The remainder of the program focuses on classroom course work. The courses and practica will provide you with skills to enable you to support individuals with disabilities.

Workplace students, that is, students with two or more years of experience working for services funded by Family Services, will be eligible to complete a Practica Challenge.

Transfer Credit Opportunities

Transferring credits to other post-secondary institutions

Athabasca University

  • Credits toward a Bachelor of Professional Arts, Human Services Major

University of Calgary

  • Graduates of this program will receive credit for the first two years of the U of C’s Bachelor of Community Rehabilitation (BCR) degree program.  However, the U of C may require additional courses be successfully completed prior to taking senior level courses.  In addition, a junior human science prerequisite course is required but can be completed after acceptance in the program. Please contact the U of C for more information.

University of Victoria

  • Credits toward a Bachelor of Arts

University of Winnipeg

  • Credits toward a joint degree in Disability Studies

Thompson Rivers University

  • Credits toward a Bachelor of Health Science and Bachelor of General Studies

Recognition of Prior Learning

For information on RPL for the Disability and Community Support program, contact:
 
Colleen Isfeld
Program Coordinator
Disability and Community Support Program
A109A-2055 Notre Dame Ave
Winnipeg, MB  R3H 0J9
204-632-2573
E-mail: cisfeld@rrc.ca 

Other Information

If you are interested in accessing courses online, the following are available in online format:

  • Academic Communication (blended in-class/online format)
  • Applied Teaching and Learning 
  • Employment and Disability
  • Applied Literacy Skills course (blended in-class/online format)

The Disability and Community Support program is offered in a Workplace Model. Regular students will typically be in class for three days each week and on their practicum placements for 2 days each week. Workplace students will be in class for two days per week and at their workplace for three days each week. For workplace students, the term is extended past the regular term. Classes are offered sequentially rather than concurrently. For most classes, regular and workplace students attend class together.

Joint Programs

University of Winnipeg:

A joint degree is available between this program and the Disability Studies program at the University of Winnipeg.

You may begin your studies at either institution. You are required to complete the two-year diploma in Disability and Community Support, for which you will receive 45 credit hours toward a Bachelor of Arts or Bachelor of Science at the University of Winnipeg.

You must apply to both institutions and meet the entrance requirements of the RRC Disability and Community Support Program and the entrance requirements of the University of Winnipeg. 

For more information, visit https://www.uwinnipeg.ca/disability-studies/ or contact Michelle Owen at m.owen@uwinnipeg.ca

Graduate Employment Report

Red River College surveys its graduates on an annual basis to collect data related to the graduates’ employment status, salary, occupation and skill use. In addition, graduates are asked to indicate their level of satisfaction regarding the education they received at Red River College.

Visit www.rrc.ca/numbers/reports/graduate-satisfaction for graduate satisfaction and employment reports.

Employment Potential

Follow up research consistently shows that close to 100% of graduates find employment in the field or proceed to further education. Community options for people with disabilities have created a need for qualified personnel to work in a variety of settings including educational, residential, developmental, and employment or vocational services. Graduates are respected professionals who enjoy a very high employment rate. Previous graduates have found employment in community and government services in the following roles:

  • Direct support professionals
  • Residential support workers
  • Educational assistants in schools
  • Supported employment personnel
  • Vocational support workers
  • Individual support personnel
  • Respite workers
  • Rehabilitation workers
  • Family support workers
  • Program support and development personnel
  • Advocacy personnel

Our most recent statistics show that an average salary of $38,220 six months after graduation with a DCS Diploma. Prospects for advancement exist in related coordinator, supervisory, and management positions.

Student/Alumni Testimonial

Our Pledge
"We will look forward to the future,
We will remember the past;
We will be the creators of change.

We will look for possibility,
We will strive to persevere;
We will be the nourishment for growth.

We will eliminate barriers,
We will always trust in ourselves;
We will be the ones who dream big."

DREAM BIG, CLASS OF 2010

Contact Information

For general information about this program or how to apply, contact Enrolment Services at 204-632-2327.

For detailed program information, contact:

Colleen Isfeld
Program Coordinator
Room A109A, Notre Dame Campus
204-632-2573
cisfeld@rrc.ca

Admitted students may submit their criminal record and abuse registry check documents to the above individual.

How to Apply

For information on how to apply to this program, follow the link below.

www.rrc.ca/howtoapply

Student Evaluation of Program

Every year Red River College surveys students, in all full-time programs, to learn more about their college experience. The questionnaire includes questions about students’ experiences with College programs, facilities, and services offered.

Visit www.rrc.ca/numbers/reports/student-evaluation-of-program for student evaluation of program reports.

College Support Services

Red River College is committed to student success and provides valuable support services to assist in helping students make the most of their time at RRC.

Visit www.rrc.ca/supports for more information.

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Red River College endeavours to provide the most current version of all program and course information on this website. Please be advised that classes may be scheduled between 8:00 a.m. and 10:00 p.m. The College reserves the right to modify or cancel any course, program, process, or procedure without notice or prejudice. Fees may change without notice.