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
However, if you apply within 6 weeks of the program start date, admission requirements are due within 5 days of applying.
Regular Admission Requirements
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.
Program Progression Requirements
Program progression requirements are not due within 30 days of applying. These requirements have expiration dates and should be completed close to your program start date. Further information will be provided by the College at a later date.
Prior to registration into your clinical/practicum placement(s) and progression to term 2, you will be required to submit the following:
If you have a criminal record you may not be able to complete the program.
If you are listed on a Child Abuse Registry or Adult Abuse Registry you will not be able to complete the program.
For more information visit https://www.rrc.ca/supports/student-records/police-information-check/
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.
| Location | Start Date | Apply Link |
|---|---|---|
| Notre Dame Campus | Aug 31, 2020 | Apply now |
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.
| English Language Assessment | Minimum Required Levels | |||
|---|---|---|---|---|
| L - Listening, S - Speaking, R - Reading, W - Writing | L | S | R | W |
| AEPUCE (Academic English Program of University and College Entrance ) | 8 | 8 | 8 | 8 |
| CLB (LINC)
(Canadian Language Benchmark (Language Instruction for Newcomers to Canada))
Canadian Citizens: LINC programs are not available. | 8 | 8 | 8 | 8 |
| 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). | 4.5 | 4.5 | 4.5 | 4.0 |
| IELTS - Academic (International English Language Testing System) | 6.5 | 6.5 | 6.5 | 6.0 |
| TOEFL-iBT (Test of English as a Foreign Language - internet Based Test) | 20 | 20 | 19 | 21 |
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.
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.
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.
(No description available at this time)
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
Transferring credits to other post-secondary institutions
Athabasca University
University of Calgary
University of Manitoba
University of Victoria
University of Winnipeg
Thompson Rivers University
If you are interested in accessing courses online, the following are available in 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.
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
University of Manitoba:
Students who have completed the Diploma in Disability and Community Support are eligible to receive 60 Transfer of Credit hours in the Bachelor Degree in Family Social Sciences. This is a 120 hour degree program. For more information please visit the Human Ecology website at: www.umanitoba.ca/human_ecology.
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.
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:
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.
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
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
Disability and Community Support Program
A109A - 2055 Notre Dame Ave
Winnipeg, MB R3H 0J9
204-632-2573
E-mail: cisfeld@rrc.ca
For information on how to apply to this program, follow the link below.
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.
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.