The Developmental Disabilities Direct Support Certificate was created in collaboration with the Massachusetts Department of Developmental Services(DDS) to provide education for staff working in agencies that provide residential programs, employment programs, and recreational, personal, and family supports for individuals with developmental disabilities. Staff currently working in agencies funded by DDS may be eligible for tuition benefits.
Contact: Dr. Jackie Griswold, (413) 552-2333, email@example.com
This course is the first half of the college composition sequence and focuses on expository writing, critical thinking, and research, with emphases on the following: critical reading and interpretation of nonfiction texts; engaging with and analyzing texts; using summary, paraphrase, and quotation; finding, evaluating and documenting sources; and writing with purpose. Students will produce approximately 3000 words of formal written work, including a documented research paper of at least 1250 words. 4 class hours Prerequisite: Appropriate scores on English placement tests or C- or better in ENG 095 or C- or better in ENG 097 and ENG 098, or C- or better in ENG 096 or ENG 099.
Introduction to the study and principles of behavior. Topics include general principles of scientific investigation; physiological bases of behavior including sensation, perception, learning, emotion, and motivation; development; individual differences; attitudes; and group dynamics. Prerequisite: Eligibility for ENG 101.
Introduction to developmental disabilities such as mental retardation, autism, syndromes (e.g., Down syndrome, Fetal Alcohol syndrome), neurological, sensory, physical and health impairments, learning disabilities, and emotional and behavioral disorders. Incorporates a socio-political perspective (laws, legislation, court cases, and attitudes on the treatment of people with developmental disabilities.) Effective teaching and intervention strategies will be explored. Special attention will be devoted to addressing barriers to integration and the impact on the individual and his/her family. Students will explore their own beliefs and biases regarding people with disabilities and their possible role as change agents in society. Prerequisite: English 101 eligible
This course will address issues specific to working with individuals with developmental disabilities and mental retardation. The overarching theme is finding balance between the individual's right to self-determination and the health and safety of the people with whom we work. Students enrolled in this course will gain a deeper understanding and appreciation of issues that may have been presented in previous human service classes. In addition, they will further develop their skills in working with people with developmental disabilities as well as developing the skills needed to work with agencies, communities, and families. Topics covered in this class may include person centered thinking, teaching and learning, diversity, health and wellness, sexuality, human rights, grief and loss, and working with families. Prerequisites: HSV 113, DVD 110 and PSY 110
An orientation to human services. Particular emphasis on motivation for working in human services, personal attitudes and values, consumer empowerment, inclusion, and multicultural issues. Also includes a history of human services, an overview of the American human services systems, and an introduction to local human service agencies. There is a required Community Service Learning component. Prerequisite: Eligible for ENG 101
This course helps the student develop the knowledge, skills and personal characteristics that are critical for an effective helping relationship. Students will explore helper attitudes and values, increase awareness of themselves and others, and develop active listening, empowerment, case management, and crisis intervention skills. Course material is built upon research about human behavior, life stage theory, intervention strategies and strength-based practice. Prerequisite: HSV 113 and PSY 110
This course prepares students for Human Service Practicum I/II. Students will identify the developmental stages involved in the practicum experience as they explore their own values, goals and expectations. Students will have the opportunity to observe a variety of service delivery systems through a combination of supervised field trips, informational interviews, and service learning. In addition, the course will address the Community Support Skills Standards in more detail, and assist students in the development of their Human Service Portfolios. Learning objectives and specific activities will be individualized, based on the needs of the student. There is a REQUIRED 30 hour service learning component. Prerequisite: HSV 113; HSV 124 previously or concurrently; permission of department chair.
Students contract to complete a minimum of 125 hours in each of practicum courses (total of 250 hours). The student does work that familiarizes him or her with concrete and practical examples of principles studied in class through readings or research. Student interns keep logs of their activities, meet regularly with their faculty sponsors, and write papers. Students continue the development of their Human Services portfolios during this semester through the Internship Course. Prerequisites: HSV 113, HSV 125, and PSY 110 with a grade of C or better; HSV 124 previously or concurrently, with a grade of C or better; PSY 216
CORI (Criminal Offender Record Information) and SORI (Sexual Offender Registry Information) background checks may be required prior to field work and practicum placement and will be conducted by specific agencies in accordance with state regulations. CORI and SORI results are confidential.
50% of this program can be completed online.