Oxfordshire Skills and Learning Service

Unit 006 DEM 209 (4222 24!" #no$ledge %ork&ook E'(alit)* diversit) and incl(sion in de+entia care ,ractice

Learner na+eLearner signat(reDate co+,leted.eco++ended /L0S- 20 Learning outcome 2 & 3 must also be assessed in a real work environment and your assessor will arrange to o&serve you carrying out good practice You must understand your organisations policies and procedures before attempting to answer the learning outcomes

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Learner 1ssess+ent .ecord Unit 2(+&er- 006 (DEM209" Unit 3itle- E'(alit)* diversit) and incl(sion in de+entia care ,ractice Date %ork&ook s(&+itted- 4st !!!!!!!!!!"" 2nd !!!!!!!!!!"" #ssessment #ssessor %eedback 1st 2nd $riteria &ubmission &ubmission 'utcome 'utcome Pass()efer Pass()efer 1"1 a b c 1"2

1"3

1"*

1"

3"2

3"3

#ssessor comments to Learner Page 2 of 2

+arget date and action plan for resubmission ,if applicable-

'utcome of second submission

. confirm that this assessment has been completed to the re/uired standard and meets the re/uirements for validity0 currency0 authenticity and sufficiency #ssessor &ignature1 2ate1

. confirm that the assignment work to which this result relates0 is all my own work Learner &ignature1 .nternal 3erifiers &ignature1 2ate1 2ate1

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+his unit provides knowledge0 understanding and skills for those who provide care or support to individuals with dementia in a wide range of settings" +he unit introduces the concepts of e/uality0 diversity and inclusion that are fundamental to person centred care practice #n individ(al is someone re/uiring care or support 5erson centred a,,roach1 +his is a way of working which aims to put the person at the centre of the care situation taking into account their individuality0 wishes and preferences 6arers and others may be1 4 $are worker 4 %amily 4 #dvocate 4 $olleagues 4 5anagers 4 &ocial worker 4 'ccupational +herapist 4 6P 4 &peech and Language +herapist 4 Physiotherapist 4 Pharmacist 4 7urse 4 &pecialist nurse 4 Psychologist 4 Psychiatrist 4 .ndependent 5ental $apacity #dvocate 4 .ndependent 5ental 8ealth #dvocate 4 #dvocate 4 2ementia care advisor 4 &upport groups

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.n a regulated care service the 1$9$ :ssential &tandards of 9uality and &afety 'utcome 1 states1 ;hat should people who use services e<perience= People who use services1 >nderstand the care0 treatment and support choices available to them" $an e<press their views0 so far as they are able to do so0 and are involved in making decisions about their care0 treatment and support" 8ave their privacy0 dignity and independence respected" 8ave their views and e<periences taken into account in the way the service is provided and delivered" +hose acting on behalf of people who use services1 >nderstand the care0 treatment and support choices available to the people who use services" $an represent the views of the person using the service by e<pressing these on their behalf0 and are involved appropriately in making decisions about their care0 treatment and support" +his is because providers who comply with the regulations will1 )ecognise the diversity0 values and human rights of people who use services" >phold and maintain the privacy0 dignity and independence of people who use services" Put people who use services at the centre of their care0 treatment and support by enabling them to make decisions" Provide information that supports people who use services0 or others acting on their behalf0 to make decisions about their care0 treatment and support" &upport people who use services0 or others acting on their behalf0 to understand the care0 treatment and support provided" :nable people who use services to care for themselves where this is possible" :ncourage and enable people who use services to be involved in how the service is run" :ncourage and enable people who use services to be an active part of their community in appropriate settings"

$are 9uality $ommission

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Learning O(tco+e 4 Understand the i+,ortance of e'(alit)* diversit) and incl(sion $hen $orking $ith individ(als $ith de+entia 8uman rights belong to everyone0 and they provide a very important means of protection for people" 8uman rights place authorities in the >? @ including the 6overnment0 hospitals and social services @ under an obligation to treat people with fairness* e'(alit)* dignit) and res,ect" 5any people think that human rights are only significant for overseas countries0 or that they are a comple< legal topic" Aut human rights are relevant to many of the decisions people make and the situations people e<perience on a daily basis" +hey are not Bust about the law and taking cases to court" 3ery often you can resolve a problem that involves human rights by talking it through and reaching a solution0 without needing to go to court" +o be able to understand how human rights can assist or protect people0 it is important to have a basic knowledge of how human rights work in practice" +his first section therefore gives a brief introduction to human rights and how they are protected by law in the >?" +hings you need to know about human rights they belong to everyone they are based on principles of fairness0 e/uality0 dignity and respect they are about how public authorities @ including the 6overnment0 hospitals and social services @ must treat you they prevent authorities from doing certain things to you0 like treating you in a degrading way they also sometimes force authorities to take certain actions0 like taking steps to protect your life they were first legally defined by international agreement after the horrors of the &econd ;orld ;ar since the &econd ;orld ;ar there have been many different international human rights agreements one of the most important human rights agreements is the :uropean $onvention on 8uman )ights

3he 0(+an .ights 1ct became effective in the >? on 2 'ctober 2CCC" +he purpose of the 8uman )ights #ct is to bring most of the rights contained in the :uropean $onvention into >? law" +he 8uman )ights #ct does this by placing a Page D of 2

duty on all ,(&lic a(thorities in the >? to act in a way that respects and fits with the rights in the :uropean $onvention2" &ome rights are so fundamental that they must never be limited or restricted in any way" +hese rights are known as a&sol(te rights" %or e<ample0 public authorities must never torture you or treat you in an inhuman or degrading way under any circumstances0 not even during a war or national emergency" %or some rights @ known as li+ited rights @ the :uropean $onvention sets out specific circumstances in which the right can be limited" %or e<ample0 public authorities may limit your right to liberty if you are convicted of a criminal offence and you are sent to prison0 or if you are legally detained because you have mental health issues" &ome0 but not all0 rights may be restricted under more general conditions in order to protect the rights of others or the interests of the wider community" +hese rights are known as '(alified rights" %or e<ample0 the 6overnment may restrict your right to freedom of e<pression if you are inciting racial hatred or if you are publishing lies about another person" You may have heard stories about abuse of older people in residential care homes or by their carers in their own homes0 doctors refusing to give older people medical treatment solely because of their age0 or residential care homes for the elderly being closed at short notice without regard to the needs of the residents" You may even have direct e<perience of these kinds of situations" 8owever0 you may not realise that these circumstances all involve human rights issues" +he 8uman )ights #ct is an important mechanism for protecting older people against various forms of ill treatment" #ll of the human rights protected by the :uropean $onvention belong to and may be relevant for people you care for" 8owever0 the three human rights that is often the most relevant1 the right not to be tortured or treated in an inhuman or degrading wayE the right to respect for private and family life0 home and correspondenceE and the right to life"

a human rights agreement ,or treaty- made after the &econd ;orld ;ar by countries which belong to the $ouncil of :urope0 in order to protect the human rights and freedoms of everyone within their borders

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8owever0 the relevance of human rights for people is not limited to these issues" +he 8uman )ights #ct is still a relatively new law and has great potential to empower and protect people in many areas of life" #lthough sometimes used interchangeably0 the terms Ge/uality and Gdiversity are not the same" E'(alit) is about Gcreating a fairer society0 where everyone can participate and has the opportunity to fulfil their potential ,280 2CC*-" .t is about identifying patterns of e<perience based on group identity0 and the challenging processes that limit individuals Gpotential health and life chances" #n e/ualities approach understands that our social identity @ in terms of gender0 race0 disability0 age0 social class0 se<uality and religion @ will impact on our life e<periences" Diversit) literally means c" ;hen it is used as a contrast or addition to e/uality0 it is about recognising individual as well as group differences0 treating people as individuals0 and placing positive value on diversity in the community and in the workforce" 8istorically0 employers and services have ignored certain differences" 8owever0 individual and group diversity needs to be considered in order to ensure that everybodyGs needs and re/uirements are understood and responded to within employment practice and service design and delivery" 'ne way in which organisations have responded to the issue of diversity in recent years has been the development of fle<ibility in working practices and services" %or e<ample0 an employer may allow an employee to work a fle<ible working pattern to accommodate child care arrangements0 or a 6P surgery may offer surgeries at the weekends in accommodate those who work full time during the week" +hese approaches recognise that in order to be inclusive and e/ual to all0 organisations may need to respond differently to individuals(groups" +herefore0 a commitment to e/uality in addition to recognition of diversity means that different can be e/ual" ;hy is e/uality and diversity important= :/uality and diversity is becoming more important in all aspects of our lives and work for a number of reasons" ;e live in an increasingly diverse society and need to be able to respond appropriately and sensitively to this diversity" Learners in the social and healthcare setting will reflect this diversity around gender0 race and ethnicity0 disability0 religion0 se<uality0 class and age" Page H of 2

&uccessful implementation of e/uality and diversity in all aspects of work ensures that colleagues0 staff and &ervice >sers are valued0 motivated and treated fairly" +here is e/uality and human rights legal framework covering employment practices and service delivery and everyone needs to ensure they work within this and avoid discrimination" Discri+ination is less favourable or bad treatment of someone because of one or more aspects of their social identity" 2iscrimination is the unfair treatment of a person or group believed different from us or society" 2iscrimination comes from our preBudices towards these groups of people who we have developed negative attitudes towards" %amily0 friends0 workplace and society can affect these attitudes" .t is part of your Bob as a social care worker to fight discrimination where you find it and for this you adopt the theory of antiIdiscriminatory practice" >nderstanding how discrimination can impact on individuals lives is essential to prevent possible discrimination within all situations and ensure that you are confident in dealing with discrimination issues if and when they arise" 'ur social identity comprises our1 gender race or ethnicity se<uality religion or faith age class disability"

;hile we can face discrimination because of any of these aspects0 it is important that we also identify the links between social identities and individuality and(or a state and situation" Aad treatment can be multiIlayered and occur because of1 an aspect of individuality0 e"g" some aspect of personal appearance0 siJe0 personal likes0 etc" our state(situation0 e"g" homelessness0 being a lone parent0 misuse of drugs or alcohol0 citiJen status0 health0 etc"

.t is important that you consider how an individuals social identity may impact on their e<perience of the care you provide" Page K of 2

+he ways in which discrimination works include stereotyping0 making assumptions0 patronising0 humiliating and disrespecting people0 taking some people less seriously" +o ensure that we value diversity and consider the individuals identity appropriately in care0 the following principles may be useful1 recognise that we need to treat all people as individuals and respond to them0 and their social identity0 in an individual manner understand that treating people fairly does not mean treating people in the same way @ we need to recognise difference and respond appropriately respect all people regardless of their social identity try to increase our knowledge and understanding of aspects of social identity that may be different from our own avoid stereotyping or making assumptions about people based on their social identity recognise that some care provision may impact on some people in a negative(difficult way because of an aspect of their social identity recognise that the care structure0 e"g" timing of help being offered0 gender of care worker etc" may impact on some people more than others due to their social identity recognise that your own social identity may impact on people in different ways avoid using inappropriate and disrespectful language relating to social identity"

&ocial incl(sion in practice ideas1 Promote and support access to social networks" )esolve transport issues so that they do not prevent people from participating in the wider community" Auild links with community proBects0 community centres and schools to increase levels of social contact between people from different generations" .dentify0 respect and use peoples skills0 including the skills of older people gained in previous employment" 6ive people ordinary opportunities to participate in the wider community through personIcentred care planning"

www"scie"org"uk

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.nvolve people in service planning and ensure ideas and suggestions are acted upon"

Learning O(tco+e ! 7e a&le to $ork $ith a range of individ(als $ho have de+entia to ens(re diverse needs are +et
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+here are more than 1D0CCC younger people with dementia in the >?" 8owever0 this number is likely to be an underIestimate0 and the true figure may be up to three times higher" 2ata on the numbers of people with early onset dementia are based on referrals to services0 but not all those with early onset dementia seek help in an early stage of the disease" +he symptoms of dementia may be similar whatever a personLs age0 but younger people may have different needs0 and their problems often re/uire a different approach" +ypes of dementia in younger people LYounger people with dementiaL is a term that includes anyone diagnosed with dementia under the age of D " People also use the terms Learly onset dementiaL0 Lyoung onset dementiaL0 or Lworking age dementiaL" 'nly around oneIthird of younger people with dementia have #lJheimerLs disease" 'ther common forms of dementia in younger people are1 3ascular dementia M 'ccurs when the blood vessels in the brain are deprived of o<ygen" +his can cause various symptoms0 depending on the type of vascular damage" %rontoItemporal lobar degeneration ,%+L2- M includes three clinical presentations1 a behavioural form ,%rontoItemporal dementia- and two language forms ,semantic dementia and progressive nonfluent aphasia-" +he same syndromes have also been known as PickLs disease 2ementia with Lewy bodies M $aused by the buildIup of tiny protein deposits in the brain" &ymptoms tend to fluctuate0 and people can develop the symptoms of ParkinsonLs disease and hallucinations" #lcoholIrelated brain impairment M 'ften called ?orsakoffLs syndrome0 this can occur in people who have regularly consumed a large amount of alcohol" .t is caused by a lack of thiamine ,vitamin A1- in the body0 which affects the brain and other parts of the nervous system" )arer forms of dementia M .nclude prion disease ,for e<ample0 $reutJfeldtI Nakob disease .nherited conditions that can cause dementia" #round oneIfifth of younger people with dementia have a rarer form of the condition"

www"alJheimers"org"uk

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People with other conditions0 such as ParkinsonLs disease0 multiple sclerosis0 8untingtonLs disease or 8.3 and #.2&0 may also develop dementia as part of their illness People with 2ownLs syndrome and other learning disabilities can also develop dementia at an early age"

5ost people think of dementia as a condition affecting older people only" 8owever0 dementia can affect anyone0 at any age" +here is little awareness or understanding of people who develop dementia at an early age0 and this can make it very difficult for younger people to access ade/uate support" +here are sometimes significant ageIrelated barriers for younger people trying to get access to dementia services" 5any dementia care services have a minimum age re/uirement of D 0 and are not available to younger people" ;here services are open to younger users0 these may not be appropriate to their needs" Younger people often feel that they are made to Lfit inL to a service0 rather than the service fitting their needs" .f no specialist services e<ist0 younger people with dementia can find themselves lost between services0 none of which will accept responsibility for their care" 6etting an accurate diagnosis of dementia can take a very long time for younger people0 often due to lack of awareness of dementia in people under D " 5edical professionals often misdiagnose younger people as being depressed0 or as suffering from the effects of stress" .f a 6P decides that specialist assessment is re/uired0 there can be confusion over the most appropriate consultant to refer to" &pecialists in old age psychiatry are usually responsible for older people with dementia" &pecialist diagnostic services0 or named consultants for younger people with dementia0 tend to be run by neurologists with a special interest in cognitive problems and dementia M however0 these are few and far between0 due to lack of resources" &omeone may be seen by a neurologist0 a psychiatrist or an old age psychiatrist" +his means that the route to diagnosis can be indirect0 and that younger people with dementia can receive very different levels of support from different doctors and professionals" .t is important that younger people with dementia have access to a range of specialist services0 even at the time of diagnosis" # small number of areas of the >? have named consultants with responsibility for younger people with dementia" # specialist diagnostic service should help people get access to care more /uickly and easily" #lJheimerLs &ociety is campaigning for similar services across the whole of the >?"

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Younger people also need specialist services following diagnosis" :ven if dementia services accept younger users0 the type of care they provide may not be appropriate" +he needs of younger people with dementia and their friends and family are not Bust related to age" .n many cases0 peopleLs fitness0 activity and relationships matter as much as their age and diagnosis" .n general0 younger people with dementia are more likely to1 be in work at the time of diagnosis have dependent children or family be more physically fit and active have heavy financial commitments0 such as a mortgage have a rarer form of dementia"

Younger people may have different concerns and interests to older people" # service set up for people of a different generation0 where activities are planned for older people who are less physically active0 is unlikely to meet the needs of younger people" Younger people with dementia re/uire specialist services able to meet their comple< needs" +he number of specialist services is growing0 as more people come to understand the needs of younger people with dementia" .n 1KKD there were about 2C services in the >? that offered specialist support0 and in 2CC* there were over 12C" ;hile this figure is encouraging0 progress is slow" Provision of services for younger people is variable around the country0 and some regions still have few0 if any0 services" Aecause dementia in younger people is comparatively rare0 it can be difficult to find other people who understand the situation" +he #lJheimer &ociety can put younger people with dementia0 their families or carers in contact with others in their local area0 or in similar circumstances" 5any of their local services provide specialist support for younger people with dementia" .f they do not0 they can usually advise younger people on local services0 and direct them to any specialist services that are available" +he &ociety can also provide support and information for younger people with dementia and their carers in a number of areas0 including1 ;ork M some people with dementia may want to continue working for some time after diagnosis0 or they may wish to take early retirement if this is appropriate" $arers may also want to continue working0 or may be concerned about giving up work to care full time" +hey can advise on some aspects of work and finances0 but people with dementia and carers might need specialist advice" +his should be available from a disability employment adviser at the local Nobcentre Plus0 or from the local $itiJens #dvice Aureau

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Aenefits M Younger people with dementia0 and younger carers0 need to make sure that they are receiving the benefits to which they are entitled" $ontact the Aenefit :n/uiry Line 2riving M some people with dementia are able to drive safely for some time after their diagnosis0 but there will be a point when they will have to stop driving" %or many people with dementia0 the decision to stop driving can be difficult" &ome younger people with dementia may still have dependent children when they are diagnosed" .t is important that children understand the condition0 how it affects their parent and what changes to e<pect" :very child is different and will react differently"

'lder person1 #ccess to benefits and care may be easier 2iagnosis may be more prompt0 leading to earlier treatment and support 'lder people might not have so many responsibilities" +hey may also live alone or have an older partner" +hey may need more help with practical daily living tasks +here may be more acceptance in older people and their families that this is a process of ageing &upport services are usually aimed at older people" &hort breaks may be available in hospitals or homes as well as day care and care in the home" %or people with 2owns syndrome0 there is a high prevalence rate of dementia as medical advances mean they0 as with the rest of the population0 are living longer lives" Little is known about the views and e<periences of people with a learning disability who have dementia or are living with someone with dementia in a residential setting ,;ilkinson et al 2CC30 2CC*E Lyngaard 2CC*+he causes of learning disability are varied" +hey include genetic disorders0 such as 2ownLs syndrome0 preI or postInatal infections0 brain inBury0 and general individual differences" +here is no evidence that dementia affects people with learning disabilities differently to how it affects other people" 8owever0 the early stages are more likely to be missed or misinterpreted I particularly if several professionals are involved in the personLs care" +he person may find it hard to e<press how they feel their abilities have deteriorated0 and problems with communication may make it more difficult for others to assess change" .t is vital that people who understand the personLs usual methods of communication are involved when a diagnosis is being e<plored I particularly where the person involved does not use words to communicate" 2ownLs syndrome and #lJheimerLs disease Page 1* of 2

#bout 2C per cent of people with a learning disability have 2ownLs syndrome0 and people with 2ownLs syndrome are at particular risk of developing dementia" %igures from one study ,Prasher 1KK - suggest that the following percentages of people with 2ownLs syndrome have dementia1 3CI3K years 2O *CI*K years K"*O CI K years 3D"1O DCIDK years *" O

&tudies have also shown that virtually all people with 2ownLs syndrome develop the pla/ues and tangles in the brain associated with #lJheimerLs disease0 although not all develop the symptoms of #lJheimerLs disease" +he reason for this has not been fully e<plained" 8owever0 research has shown that amyloid protein found in these pla/ues and tangles is linked to a gene on chromosome 21" People with 2ownLs syndrome have an e<tra copy of chromosome 210 which may e<plain their increased risk of developing #lJheimerLs disease" 'ther learning disabilities and dementia +he prevalence of dementia in people with other forms of learning disability is also higher than in the general population" &ome studies ,$ooper 1KKF0 Lund 1KH 0 5oss and Patel 1KK3- suggest that the following percentages of people with learning disabilities not due to 2ownLs syndrome have dementia1 C years and over1 13O D years and over1 22O

+his is about four times higher than in the general population" #t present0 we do not know why this is the case0 and further research is needed" People with learning disabilities are vulnerable to the same risk factors as anyone else" 6enetic factors may be involved0 or a particular type of brain damage associated with a learning disability may be implicated" $arers0 friends and family play an important part in helping to identify dementia0 by recognising changes in behaviour or personality" .t is not possible to diagnose dementia from a simple assessment" # diagnosis is made by e<cluding other possible causes and assessing a personLs performance over time" +he process should include1 # detailed personal history M this is vital to establish the nature of any changes that have taken place" .t will almost certainly include a discussion with the main carer and any care service staff"

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# full health assessment M .t is important to e<clude any physical causes that could account for changes taking place" +here are a number of other conditions that have similar symptoms to dementia but are treatable I for e<ample0 hypothyroidism and depression" .t is important not to assume that a person has dementia simply because they fall into a highIrisk group" # review of medication0 vision and hearing should also be included" Psychological and mental state assessment M .t is also important to e<clude any other psychological or psychiatric causes of memory loss" &tandard tests that measure cognitive ability are not usually applicable for people with learning disabilities0 as they already have some cognitive impairment and may not have the verbal language skills that the tests re/uire" 7ew tests are being developed for people with learning disabilities" &pecial investigations M Arain scans are not essential in the diagnosis of dementia0 although they can be useful in e<cluding other conditions0 or in aiding diagnosis when other assessments have been inconclusive"

#lthough dementia is a progressive condition0 the person will be able to continue with many activities for some time" .t is important that their skills and abilities are maintained and supported for as long as possible0 and that they are given the opportunity to fulfil their potential" 8owever0 the e<perience of failure can be frustrating and upsetting0 so it is important to find a balance between encouraging independence and ensuring that the personLs selfIesteem and dignity are not undermined" #t present0 there is no cure for dementia" 7ew drug treatments seek to temporarily slow down or delay the progression of the disease0 and it is hoped that treatments will become more effective in the future" +ips1 supporting people with learning disabilities and dementia 5any practical strategies have been developed to support people with dementia and their carers" 8ere are some ideas1 2ementia affects a personLs ability to communicate0 so they may need to develop alternative ways of e<pressing their feelings" Ay understanding something of a personLs past and personality we can begin to understand what they might be feeling0 and be able to interpret their behaviour" :nable the person to have as much control over their life as possible" >se prompts and reassurance during tasks that they now find more difficult" 8elp the person by using visual clues and planners to structure the day"

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>se visual labels on doors to help the person find their way around their home in the early stages" +ry to structure the day so that activities happen in the same order" )outines should be individual and allow for fle<ibility" # Llife story bookL0 comprising photos and mementos from the personLs past0 may be a useful way to help the person interact and reminisce" .f speech is a problem0 make use of body language" &implify sentences and instructions0 listen carefully0 and give plenty of time for the person to respond" .f someone is agitated0 the environment might be too busy or noisy" )ela<ation techni/ues such as massage0 aromatherapy and music can be effective and enBoyable" .f the person becomes aggressive0 carers and professionals should work together to try to establish reasons for the personLs frustration and find ways of preventing the behaviour or coping with the situation should it arise" 5edication may be used if someone is e<periencing high levels of agitation0 psychotic symptoms or depression" .t is important that any prescribed medicine is monitored closely and that other ways of dealing with the situation are thoroughly e<plored" #t times simple pain relief medication may be all that is re/uired"

?nowledge of the individual preferences in all aspects of their life is the key to /uality care" +his includes knowledge of their previous routines and re/uirements and the services available to support and treat the person"

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Learning 'utcome 1 >nderstand the importance of e/uality0 diversity and inclusion when working with individuals with dementia #ssessment $riteria 1"1 :<plain what is meant by1 ;hat the word means and an e<ample of how it is used in practice diversity The concept of diversity encompasses acceptance and respect. It means understanding that each individual is unique, and recognizing our individual differences. These can be along the dimensions of race, ethnicity, gender, sexual orientation, socio-economic status, age, physical abilities, religious beliefs, political beliefs, or other ideologies. It is the exploration of these differences in a safe, positive, and nurturing environment. It is about understanding each other and moving beyond simple tolerance to embracing and celebrating the rich dimensions of diversity contained within each individual

:/uality ddi<on1 :/uality defined basically means e/ual rights for people regardless of what factors they might have that are different" :/uality states that because they are human they must be e/ual

inclusion

Inclusion in education involves:

aluing all students and staff equally. Increasing the participation of students in, and reducing their exclusion from, the cultures, curricula and communities of local schools.

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!estructuring the cultures, policies and practices in schools so that they respond to the diversity of students in the locality. !educing barriers to learning and participation for all students, not only those with impairments or those who are categorised as "having special educational needs#. $earning from attempts to overcome barriers to the access and participation of particular students to ma%e changes for the benefit of students more widely. iewing the difference between students as resources to support learning, rather than as problems to be overcome. &c%nowledging the right of students to an education in their locality. Improving schools for staff as well as for students. 'mphasising the role of schools in building community and developing values, as well as in increasing achievement. (ostering mutually sustaining relationships between schools and communities. !ecognising that inclusion in education is one aspect of inclusion in society.

#ssessment $riteria 1"2 :<plain why an individual with dementia has uni/ue needs and preferences and give at least two e<amples from those you support ,5inimum 1CC words Inclusion is about taking action to remove barriers to participation and learning. Inclusion also involves eliminating discrimination and promoting equality. Social inclusion is about involving everyone in society, making sure all have opportunities to work or take part in social activities even though they may have a disability.

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#ssessment $riteria 1"3 2escribe how an individual with dementia may feel e<cluded @ what may be happening that makes them feel this way= ,5inimum C words-

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#ssessment $riteria 1"* 2escribe why it is important to include an individual with dementia in all aspects of care practice ,5inimum C words-

#ssessment $riteria 1" :<plain how val(es* &eliefs and +is(nderstandings about dementia can affect attitudes towards an individual" Provide an e<ample for each one ,5inimum C words-

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#ssessment $riteria 3"2 2escribe how the e<perience of an older individual with dementia may be different from the e<perience of a younger individual with dementia 2escribe three ways in which the e<perience of an older person with dementia may be different to that of a younger individual who has dementia ,5inimum C words for each answer'lder person 1 Younger people with dementia may have different needs to people aged Page 22 of 2 Younger person

over D re/uiring a different type of service or a response appropriate to their age" P .n general0 younger people with dementia are more likely to1 Ae in work at the time of diagnosis 8ave dependent children 8ave heavy financial commitments such as paying a mortgage 8ave a rarer form of dementia with which professionals are less familiar %ind it difficult to rationalise losing skills at such a young age %ind it more difficult to access appropriate information and support" 5uch of the support for people with dementia comes from family and friends0 who provide unpaid care" Younger people with dementia are more likely to have younger partners and family0 who may be in work and(or education" +his may mean that their friends and family are also less available to provide support for them" +he specific needs of younger people with dementia have been recognised in the dementia strategies and plans in :ngland ,2CCK-0 7orthern .reland ,2C11- and ;ales ,2C11-" +here is also reference made to younger people with dementia in the 7ational .nstitute for 8ealth and $linical

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#ssessment $riteria 3"3 2escribe how to use a person centred approach with an individual with a learning disability and dementia ,5inimum 1CC words-

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;hen complete please sign and date all sections that re/uest your signature )eturn to your assessor1 '<fordshire &kills and Learning &ervice 6arsington )oad '<ford 'Q* 269

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