DOCUMENT SUBMISSION
Upload Through Your Future Student Account
If you do not have a Future Student Account or require assistance, please contact our Student Service Centre at 204-632-2327.
Internationally Educated Applicants - visit www.rrc.ca/credentials for credential assessment information.
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 after applying and do not achieve the required levels, your application will be cancelled without refund. See Regular Admission Requirement 2 for more information.
Volunteer or employment experience in the disability and community support sector is not an admission requirement but may be helpful preparation for this program.
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 15 days of applying and should be submitted after you start classes.
| 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 )
Requirement: Submission of a parchment (certificate) indicating successful completion of the AEPUCE program, including language levels achieved if available. | 8 | 8 | 8 | 8 |
| CAEL and CAEL Online (Canadian Academic English Language) | 60 | 60 | 60 | 60 |
| CLB (LINC)
(Canadian Language Benchmark - Language Instruction for Newcomers to Canada)
Canadian Citizens: LINC programs are not available. | 8 | 8 | 8 | 8 |
| Duolingo
(Duolingo English Test)
* MINIMUM OVERAL SCORE OF 115 REQUIRED. There are no minimum required levels for L,S,R,W. Only Duolingo English Test scores that have been verified through the Duolingo English Test Portal will be accepted. | 0* | 0* | 0* | 0* |
| IELTS - Academic
(International English Language Testing System)
Please Note: 3 year expiry date for Nursing Program Applicants | 6.5 | 6.5 | 6.5 | 6.0 |
| LSI (Language Studies International) | 6.5 | 6.5 | 6.5 | 6.5 |
| PTE - Academic Online Assessment (Pearson Test of English) | 58 | 58 | 58 | 50 |
| Password Skills
(An in person English Language Assessment hosted by RRC Polytech)
This in-person, computer-based test is composed of four test modules: reading, writing, listening and speaking. The test takes 3 hours and 5 minutes to complete and is conducted in two parts. The first part assesses reading, listening, and writing, and the second part assesses speaking in a separate room.
Password Skills is hosted by the RRC Polytech Testing and Assessment Centre: E440, Manitou a bi Bii Daziigae building, on the fourth floor.
If you wish to do Password Skills remotely (not in-person), Password Skills Plus can be taken online. RRC Polytech does not offer Password Skills Plus, but we do accept the results for entry into program.
| 6.5 | 6.5 | 6.5 | 6.0 |
| Password Skills Plus (Password Skills Plus is an online assessment that can be taken instead of Password Skills. ) | 6.5 | 6.5 | 6.5 | 6.0 |
| TOEFL-iBT
(Test of English as a Foreign Language - internet Based Test)
To meet the needs of students who are unable to take the TOEFL iBT® test at a test center due to public health concerns, ETS is temporarily offering the TOEFL iBT Special Home Edition test in selected areas. | 20 | 20 | 19 | 21 |
| Location | Start Date | Apply Link |
|---|---|---|
| Notre Dame Campus | Aug 25, 2025 | 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 Polytech 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.
Everyone communicates, but are they doing it well? Communicative competence takes practice and self-awareness. In this foundational course, students will learn through discovery and project-based activities to practice approaching situations critically and collaboratively. By developing their communication skills, students will improve their interpersonal ability, intercultural competence, and digital fluency to prepare for success in the workplace and beyond. The strategies students will gain in this course will be useful throughout their program and in their chosen industry.
This course explores reading for comprehension, written and presentation communication skills. Students practice academic and objective writing. Students examine the research process for academic and practical purposes, proper referencing methods, and literature review techniques.
Students will continue to develop essential communication skills necessary in the field of human services in order to better understand how and why we communicate with each other. Students will work to improve their skills to support others using effective communication. Students will be introduced to the helping relationship using key aspects of psychology and to an in-depth exploration of communication styles, within various forms of relationships. Interpersonal communication with respect to cross-cultural, Indigenous and diverse perspectives is examined.
Students will explore the role of work as well as the range of vocational options currently available to people with disabilities. Supported Employment, will be a major focus, with the student learning about the process, strategies, values, key concepts, marketing approaches and trends related to the supported employment model.
Students will be introduced to the role that values and attitudes play in the development of services and support for people with disabilities. The history of North American disability services and support (1800s – present) is presented, including the implications of institutionalization, eugenics. In addition, students will explore current topics that potentially have a heightened effect on individuals who have a disability.
This course provides students with an introduction to various disabilities and the implications for supporting people in their daily lives. Students will explore the etiology, diagnoses and characteristics associated with a variety of disabilities as well as current support strategies. By the end of this course, students will have increased awareness of local supports and services available.
In this course students will explore the context of behavioural difficulties and articulate the underlying conflicts that may lead persons with disabilities to demonstrate complex behaviour. Students will practice a variety of approaches when supporting a person. Students will also focus on self-care for the Direct Support Professional (DSP) and develop individualized wellness strategies.
In this course students will learn various strategies for supporting people with disabilities in learning new tasks, pursuing their goals, and increasing independence in employment, residential, and community settings. Students will review current approaches to planning for learners and will put into practice the concepts, considerations, approaches and methods of effective individualized teaching.
Students will be introduced to a range of Augmentative and Alternative Communication systems (AAC). Students will explore essential concepts, information, resources, and practices necessary to support the right of all individuals to communicate.
This course provides students with an introduction to various mental health conditions and the implications for supporting people in their daily lives. Students will learn about how persons with intellectual disabilities are affected by mental health conditions (dual diagnosis) and explore possible treatment/prevention and current support strategies. By the end of this course, students will have increased awareness of strategies for promoting positive mental health as well as knowledge of local supports and services.
This course will acquaint students with the Manitoba education system and will provide strategies for supporting children and youth in an inclusive education environment. The evolution of special education services, the range of existing educational opportunities and the role of an educational assistant will be explored. This learning will be reinforced by completing the education-based practicum as part of the Disability and Community Support Program.
Students will explore and apply the values, principles, and practices of person-centered planning using tools such as PATH (Planning Alternative Tomorrows with Hope) and MAP (Making Action Plans). Students will describe how these tools increase the possibility of community inclusion, personal empowerment, and individual development for persons with disabilities. Students will also review current planning practices in Manitoba and the requirement to do planning as outlined in the Vulnerable Person’s Act.
This course prepares students for meaningful work, by providing them with information and techniques to engage effectively in collaborative and dynamic human service settings. Students will develop skills aimed at increasing their confidence and ability to contribute to a team environment. The concept of ‘leadership at all levels’ is woven through the topics, with emphasis on self-awareness, constructive communication and team building.
This course introduces students to the design and delivery of human services in the field of community living support. Students will become familiar with conceptual frameworks used to develop and evaluate the quality and effectiveness of a community living service. Students will practice informal evaluation for the purpose of service enhancement, using frameworks such as Social Role Valorization and Person Centred Approach, including Empowerment, Self-Determination, and Personal Outcome Measures.
Students will practice a variety of strategies that will assist people with disabilities to incorporate literacy into their everyday life experiences. Students will prepare and deliver individualized literacy plans through tutoring an adult learner with a disability in the areas of reading, writing, and numeracy. By the end of this course, students will better understand the impact of low literacy as well as the characteristics of effective tutor/learner relationships.
Students will identify and implement teaching strategies to encourage healthy attitudes towards sexuality and relationships for and with people who have disabilities. Areas of specific focus include sexual diversity, self-esteem, self-care, choice-making in intimate relationships, as well as the prevention of sexual abuse and sexually transmitted diseases.
Students will be introduced to the concept of advocacy and various forms of advocacy. Students will examine the concept of rights and protections for people with disabilities. This course develops awareness needed to respond to, support and practice advocacy related to issues impacting people with disabilities.
Students will identify the competencies required to facilitate and support the meaningful inclusion of people with disabilities into the community. They will examine the concepts of integration and community, as well as learn a variety of strategies to facilitate successful community membership.
This course is intended to familiarize students with some of the current issues facing Indigenous children, youth and families in Manitoba. The themes of historical context and cultural humility in helping skills are the foundational theories. We will work toward embracing an Indigenous worldview in our practice and develop culturally respectful anti-oppressive child and youth care practice. Topics in the course include the impact of colonization and residential schools, the child welfare system, past and present, racism and prejudice and individual practitioner self-awareness.
Practicum-Education provides students with an opportunity to gain experience supporting children/youth in an educational setting. This practicum enables students to observe and practice the skills needed to work as an Educational Assistant in a school setting.
(No description available at this time)
Online learning is a critical component of course delivery in all Red River College Polytechnic programs. To ensure each student has the tools they need to achieve their academic goals, all Red River College Polytechnic students require, at minimum:
1. Off-campus access to a current computer with a webcam
2. A high speed internet connection
• Recommended minimum speed: 10 mbps for download, 3 mbps for upload
• Slower internet connection speeds may result in audio and video issues. Please keep in mind that if others in your home are using the same internet connection at the same time as you are, you may also experience audio and video issues.
• Please refer to https://www.rrc.ca/future-students/computer-requirements/ for further information on Computer Requirements for Students.
Please note that any anticipated costs are not included in Books and Supplies estimates.
Recognition of Prior Learning (RPL) is a process which documents and compares an individual's prior learning gained from prior education, work and life experiences and personal study to the learning outcomes in College courses/programs. For more information, please visit www.rrc.ca/rpl.
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.