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My name is xiaojie li (李效杰), in Canada or in the USA, go by Julia. I come from Beijing China, my son , who has autism, needs to receive education. However, in China, his chances of attending college or university are slim. Therefore, we both become students at Fanshawe College. I enrolled in the DSW program at Fanshawe College for a couple of reasons: on the one hand, I want to set an example for my son and accompany him; on the other hand, I genuinely want to understand how DSWs can help individuals with disabilities. I am very happy in this program.

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Awarded at Tacoma, Washington, in the month of August, two thousand and eighteen.

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My name is Xiaojie Li (李效杰), and in Canada and the U.S., I go by Julia. I come from Beijing, China, and I am currently studying in the Developmental Services Worker (DSW) program at Fanshawe College. My journey into this field began with my son, who has autism. In China, his opportunities for higher education were very limited, so we made the decision to come to Canada, where both of us could be students together. I enrolled in the DSW program not only to support and accompany my son, but also to learn how professionals in this field help individuals with developmental disabilities. This program has opened my eyes, touched my heart, and made me feel deeply happy and inspired.

My personal approach as a Developmental Services Worker is rooted in respect, dignity, and kindness. I believe that every person deserves to be seen, heard, and valued for who they are. Individuals with disabilities are often misunderstood or overlooked, but I see their strength, courage, and potential. As a support worker, I aim to be someone they can trust—someone who listens, observes, and supports them without judgment. I try to always bring a calm and positive presence, and I take time to understand each person’s unique way of communicating, especially when words are not used.

One of my key strengths is observation. During my school-setting placement, I worked with students who had severe disabilities—some were non-verbal and had very limited movement. Because of this, I learned to pay very close attention to even small changes in their facial expressions. I noticed that these small changes sometimes meant they were having seizures. When that happened, I stayed calm, counted the duration, and documented it right away. This helped the staff respond quickly and gave important information to their care team. That experience showed me how important it is to truly see and support each individual, even when their communication is subtle.

Two guiding principles that I follow in my work are “meet people where they are” and “honor each person’s dignity.”Meeting people where they are means understanding their unique needs and abilities without trying to force them to fit into a system. Honoring dignity means treating every individual with the same respect I would give a family member or a friend. These principles remind me that support is not just about tasks—it’s about relationships and care.

I believe that being a DSW is not just a job—it’s a way of life. It requires patience, empathy, and a deep respect for human diversity. My goal is to continue learning, growing, and giving my best to the people I support. I feel proud to walk this path and to stand beside those who need a strong and compassionate ally.

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Valuing Equity, Diversity and Inclusion (EDI)

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Valuing Equity, Diversity and Inclusion (EDI)

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Valuing Equity, Diversity and Inclusion (EDI)9

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This hands-on cooking activity was designed for high school students with severe developmental disabilities. I guided students through creating a layered dessert while supporting fine motor skill development, sensory engagement, and personal choice. I also practiced close observation and seizure response during this session, helping ensure safety.

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This classroom activity focused on creativity and fine motor skills. I supported students in making personalized yarn tassel keychains using visual demonstrations, hand-over-hand support, and individualized color selection. It helped students express themselves while developing confidence and coordination.

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In this video, I speak about my passion for helping people with disabilities and how my experiences as a mother and student have shaped my purpose. I share how faith, love, and service give my life meaning and direction as I grow into my role as a Developmental Services Worker.

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This letter offers tips and reflections from my first placement in a high school setting, including advice on observation, communication, boundaries, and self-care. I also gathered insights from several classmates to support and encourage future students as they begin their own placement journey.

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DEVELOPMENT PLAN ACTIVITY AND REFLECTION

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DEVELOPMENT PLAN ACTIVITY AND REFLECTION

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This assignment includes two reflection pieces focused on core competencies: “Facilitating Growth and Development” and “Valuing Equity, Diversity, and Inclusion (EDI).” I shared examples from my placement, where I supported students with CP in math and adapted craft activities to promote inclusion. I also reflected on cultural communication styles and how I adjusted my approach to connect more respectfully with students from diverse backgrounds.

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DEVELOPMENT PLAN ACTIVITY AND REFLECTION

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In this video, I share my journey and what inspires me as a DSW student and a mother. I talk about the importance of kindness, faith, and resilience, and how I want to support others while walking this meaningful path with my son.

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This video shares my personal story, my motivation to study in Canada, and the values that guide me. I speak about supporting my son with autism, my faith, and how I want to make a positive impact through my work as a Developmental Services Worker.

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n this video, I reflect on my purpose as a DSW student, a mother, and a woman of faith. I talk about the importance of resilience, love, and helping others with disabilities. My story shows how personal challenges can become a source of strength and motivation.