Health, Well-being, Learning and Development Iechyd, Llesiant, Dysgu a Datblygu
The principles of inclusion for children with additional support needs Egwyddorion cynhwysiant i blant ag anghenion cymorth ychwanegol

'Inclusion' is a term used within the care and education sectors to describe the process of ensuring equal opportunities for all children and young people to learn, whatever their disabilities or disadvantages. The disability discrimination act defines a disabled person as someone who's physical or mental impairment has a significant or long-term effect on their ability to perform everyday activities.

• Children and young people, whatever their disabilities, have the right for their needs to be met in the best possible way for them. It is essential that children's needs are identified as soon as possible.
• They should be considered part of the community, even if they need support to live a full life as part of society.
• Mudiad Meithrin have committed to the principle of inclusion. They believe that children, whatever their needs, benefit from experiences in the groups and other provisions. Therefore, the Mudiad welcomes children with additional needs in all their provisions.

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• The role of the adult is to consider the needs of all children, not only their stages of development and individual interests, but also any additional support needs they have.
• As a professional worker, they will need to be conscious of diversity and how important it is to promote positive images to ensure children and families/carers feel positive about themselves.
• All children and young people have the right to access mainstream education. Settings have a duty to make adjustments to the building for example building ramps, widening doors as well as considering their learning methods so that the needs of all children are met.
• Diagnosis and early intervention are important. If a child is subject to intervention from a language and speech therapist due to hearing and speech difficulties, this can prevent the child from developing difficulties in other areas, such as behaviour or the ability to concentrate.
• Settings have a duty to inform parents/carers about events involving their children. Their opinions should be considered carefully as they have a key role in their children's education.
• The child's voice must be listened to, and in a situation where the child can respond themselves, adults must consider their views and interests when planning for them.

Mae ‘cynhwysiant’ yn derm a ddefnyddir o fewn sectorau gofal ac addysg i ddisgrifio’r broses o sicrhau cyfleoedd cyfartal i bob plentyn a pherson ifanc i ddysgu, beth bynnag fo’u hanableddau neu eu hanfanteision. Mae’r ddeddf gwahaniaethu ar sail anabledd yn diffinio person anabl fel rhywun sydd â nam corfforol neu feddyliol sydd wedi cael effaith sylweddol neu hirdymor ar eu gallu i ymwneud â gweithgareddau bob dydd.

• Mae gan blant a phobl ifanc, beth bynnag eu hanableddau, yr hawl i’w hanghenion gael eu hateb yn y modd gorau iddyn nhw. Mae'n hanfodol bod anghenion plant yn cael eu hadnabod mor gynnar â phosib.
• Dylid eu hystyried yn rhan o’r gymdeithas, hyd yn oed os oes angen cymorth arnyn nhw i fyw bywyd llawn o fewn y gymdeithas.
• Mae Mudiad Meithrin wedi ymrwymo i'r egwyddor o gynhwysiant. Mae'n credu bod plant, beth bynnag fo’u hanghenion, yn elwa o brofiadau yn y cylchoedd a'r darpariaethau eraill. Mae'r Mudiad felly yn croesawu plant ag anghenion ychwanegol i'n holl ddarpariaethau.

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• Rôl yr oedolyn yw ystyried anghenion pob plentyn, nid dim ond eu camau datblygiad a'u diddordebau unigol, ond hefyd unrhyw anghenion cymorth ychwanegol sydd ganddynt.
• Fel gweithiwr proffesiynol, bydd angen bod yn ymwybodol o amrywiaeth a pha mor bwysig yw hybu delweddau cadarnhaol er mwyn helpu plant a theuluoedd i deimlo'n bositif amdanynt eu hunain.
• Mae gan bob plentyn a pherson ifanc yr hawl i gael mynediad at addysg prif lif. Mae dyletswydd ar leoliadau i wneud addasiadau i’r adeilad megis gwneud rampiau, lledaenu drysau yn ogystal ag edrych ar eu dulliau dysgu fel bod anghenion pob plentyn yn cael eu diwallu.
• Mae diagnosis ac ymyrraeth gynnar yn bwysig. Os caiff blentyn ymyrraeth therapydd iaith a lleferydd yn sgil anawsterau clyw a lleferydd gall atal y plentyn ddatblygu anawsterau mewn meysydd eraill, megis ymddygiad neu’r gallu i ganolbwyntio.
• Mae dyletswydd ar leoliadau i hysbysu rhieni/gofalwyr am ddigwyddiadau sy’n ymwneud â’u plant. Rhaid ystyried eu barn yn ofalus gan fod ganddynt rôl allweddol yn addysg eu plant.
• Mae’n rhaid gwrando ar lais y plentyn, ac mewn sefyllfa lle nad yw’r plentyn yn medru ymateb dros ei hun, rhaid i oedolion ystyried ei safbwyntiau a’i ddiddordebau wrth gynllunio ar ei gyfer.