The United Nations Convention on the Rights of Persons with Disabilities supports a rights-based approach by ensuring that the following features are in place:
The Convention states that individuals with disabilities must be able to:
Mae’r Confensiwn y Cenhedloedd Unedig ar Hawliau Pobl ag Anableddau yn cefnogi dull gweithredu sy’n seiliedig ar hawliau drwy sicrhau bod y nodweddion isod yn eu lle:
Mae'r Confensiwn yn datgan bod yn rhaid i unigolion ag anableddau allu gwneud y canlynol:
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There are a wide range of additional needs and children will be affected in different ways.
Physical disabilities can have a major influence on a child's ability to develop and learn.
Cerebral palsy affects muscles and body movements because the brain cannot receive messages correctly. Some people with cerebral palsy also have a learning disability. The condition is usually caused by a brain injury before, during or shortly after birth.
Neurons in the brain do not work properly and can lead to a child having a stroke or seizure with the body moving gently or shaking.
Some children develop epilepsy as a result of a severe head injury, difficulties at birth, or a brain infection such as meningitis. Treatments such as anti-epileptic drugs, or AEDs, help most children with epilepsy to have fewer seizures. AEDs can cause side effects for some children, e.g. changes in mood or behaviour, or the child becoming inflamed or hyperactive.
Fluid is created regularly in the brain and this can lead to seizures, learning needs, inability to concentrate, possibly a visual impairment or breathing difficulties. The condition varies in children. It can be related to a genetic defect or due to the complexity of another disorder, e.g. spina bifida. Children can also develop hydrocephalus due to the complexity of premature birth, meningitis, head injury or spinal cord injury.
Spina bifida is caused when the spine and spinal cord do not develop properly in the womb. This causes a gap in the spine. Folic acid deficiency before and during early pregnancy can be a significant risk factor for spina bifida. A family history of spina bifida can also increase the risk of the baby developing the condition. Taking some medicines during pregnancy has been linked to an increased risk of having a baby with spina bifida. Spina bifida can lead to weakness or paralysis of the legs, and incontinence of urine or stools. It can lead to loss of feeling in the legs and a lack of feeling of hot or cold things. Because of this, it can lead to accidents and injuries. The disorder can affect children in different ways but they are usually in a wheelchair. Many babies also develop hydrocephalus. This further damages the brain. Some children with spina bifida have learning difficulties.
Some children have a disability that prevents them from learning and prevents them from taking part in activities normally done by other children. It is important to identify a learning difficulty in order to provide the appropriate intervention at an early stage.
Autism is a lifelong condition that affects the way the child communicates and interacts with others and the world around them. The term 'spectrum' refers to the wide range of symptoms and severity. It is referred to as a 'hidden' disability as the child's appearance does not indicate the disorder. Children on the spectrum have difficulty with social, language and communication and behavioural skills. They exhibit repetitive patterns of behaviour and interests. It can also affect the ability to play imaginatively, especially with others, and to be aware of danger and anticipate what may happen. The cause of this disability is still being researched, but is thought to have potential genetic or environmental causes. Children with certain medical conditions have a higher than usual risk of autism spectrum disorders, e.g. fragile X syndrome and Rett syndrome.
Similar to autism, this syndrome causes difficulties in social interaction and non-verbal communication. The cause of this disability is still being researched, but is thought to have potential genetic or environmental causes.
Additional health needs can affect a child's education because he/she is unable to attend school for health reasons. This is because of a short-term illness such as a cold, ear pain, or a medical condition that requires hospital treatment. There are many illnesses that can affect a child's growth and development. These things include:
In some cases, the child's growth is affected by either the illness or the medicines used to treat it. This can limit development opportunities by being unable to participate in physical activities. Pain and regular hospital visits can also affect mental health. Minor ailments such as tonsillitis, coughs and colds and diarrhoea cause absences from school and influence a child's development. More serious illnesses such as meningitis and measles leave the person with a long-term disability such as hearing or sight loss and in cases of meningitis can lead to loss of arms or legs.
Sensory disability affects the senses, e.g. vision, hearing, smell, touch, taste. A number of conditions that would be classed as sensory disabilities include:
A hearing problem where the brain cannot process sounds in the normal way. It usually develops in childhood and can be caused by ear infections, meningitis, lead poisoning, or even low birth weight.
The child will have difficulty dealing with emotions and expressing feelings. There are a wide range of factors that can affect children's emotional and behavioural problems, e.g.
A child with ADHD finds it difficult to concentrate and lacks good short-term memory. He/She will act impulsively, become frustrated and have difficulty forming a relationship with peers. There is a possible genetic link. Premature babies and those with epilepsy or brain damage are more likely to develop ADHD.
Difficulty with words that affect the ability to read, spell and write. It can also affect a child's memory and the way they process information. Dyslexia is a condition that can run in the family.
Children with dyspraxia have difficulty with movement, language and developing ideas. The child may seem awkward and run into objects and people. Handwriting becomes messy and the child will have difficulty communicating good ideas on paper. The child will have difficulty maintaining order and is unable to get used to a routine in school and at home. Dyspraxia is more common in boys and the condition can run in families.
Lack of attachment to the primary carer as a toddler causes problems with mood, behaviour and ability to build relationships with others. The child may look sad and seem withdrawn and scared for no particular reason. Attachment disorder can lead to low self-esteem and behavioural or antisocial problems. A child with an attachment disorder may not be able to form close attachments to others or appear to want or need comfort or support from carers. If a child has become attached to their primary carer and the proximity knot is broken through separation it can lead to psychological harm.
Mae ystod eang o anghenion ychwanegol a byddant yn effeithio ar blant mewn gwahanol ffyrdd.
Mae anableddau corfforol yn gallu cael dylanwad mawr ar allu’r plentyn i ddatblygu a dysgu.
Mae parlys yr ymennydd yn effeithio ar y cyhyrau a symudiadau’r corff gan nad yw’r ymennydd yn medru derbyn negeseuon yn gywir. Mae gan rhai pobl â pharlys yr ymennydd anabledd dysgu hefyd. Anaf i'r ymennydd cyn, yn ystod neu’n fuan ar ôl genedigaeth yw’r rheswm arferol am y cyflwr.
Nid yw’r niwronau yn yr ymennydd yn gweithio’n iawn ac mae’n gallu arwain at blentyn yn cael trawiad neu ffit gyda’r corff yn symud yn ysgafn neu’n ysgwyd.
Mae rhai plant yn datblygu epilepsi o ganlyniad i anaf difrifol i'r pen, anawsterau adeg geni, neu haint ar yr ymennydd fel llid yr ymennydd. Mae triniaethau fel cyffuriau gwrth-epileptig (anti-epileptic drugs, neu AEDs) yn helpu'r rhan fwyaf o blant ag epilepsi i gael llai o drawiadau. Mae AEDs yn gallu achosi sgil-effeithiau i rai plant, e.e. newidiadau mewn hwyliau neu ymddygiad, neu’r plentyn yn mynd yn llidiog neu’n orfywiog.
Mae hylif yn cael ei greu’n rheolaidd yn yr ymennydd ac mae’n gallu arwain at ffitiau, bod ag anghenion dysgu, methu canolbwyntio, efallai â nam ar y golwg neu anawsterau anadlu. Mae’r cyflwr yn amrywio mewn plant. Mae’n gallu bod yn gysylltiedig â nam genetig neu o ganlyniad i gymhlethdod anhwylder arall, e.e. spina bifida. Mae plant hefyd yn gallu datblygu hydroseffalws o ganlyniad i gymhlethdod genedigaeth gynamserol, llid yr ymennydd, anaf i'r pen neu anaf i linyn y cefn.
Mae spina bifida yn cael ei achosi pan nad yw asgwrn cefn a llinyn y cefn yn datblygu'n iawn yn y groth. Mae hyn yn achosi bwlch yn yr asgwrn cefn. Gall diffyg asid ffolig cyn ac yn ystod y cyfnod cynnar o feichiogrwydd fod yn ffactor risg sylweddol o ran spina bifida. Gall hanes teuluol o spina bifida hefyd gynyddu'r risg o’r baban yn datblygu'r cyflwr. Mae cymryd rhai meddyginiaethau yn ystod beichiogrwydd wedi'i gysylltu â risg uwch o gael babi â spina bifida. Gall spina bifida arwain at wendid neu barlys yn y coesau, ac anymataliaeth (incontinence) wrin neu garthion. Mae’n gallu arwain at golli teimlad yn y coesau ac at ddiffyg teimlo pethau poeth neu oer. Oherwydd hyn, mae’n gallu arwain at ddamweiniau ac anafiadau. Mae’r anhwylder yn gallu effeithio ar blant mewn gwahanol ffyrdd ond maen nhw, fel arfer, mewn cadair olwyn. Mae llawer o fabanod hefyd yn datblygu hydroseffalws. Mae hyn yn niweidio'r ymennydd ymhellach. Mae gan rai plant â spina bifida anawsterau dysgu.
Mae rhai plant ag anabledd sy’n eu hatal rhag dysgu ac yn eu rhwystro rhag cymryd rhan mewn gweithgareddau a wneir yn arferol gan blant eraill. Mae’n bwysig adnabod anhawster dysgu er mwyn darparu’r ymyrraeth briodol yn ddigon cynnar.
Cyflwr gydol oes yw awtistiaeth sy’n effeithio ar y ffordd y mae’r plentyn yn cyfathrebu ac yn ymwneud ag eraill a’r byd o’u cwmpas. Mae'r term ‘sbectrwm’ yn cyfeirio at yr ystod eang o symptomau a difrifoldeb. Cyfeirir ato fel anabledd ‘cudd’ gan nad yw edrychiad y plentyn yn dangos yr anhwylder. Mae plant sydd ar y sbectrwm yn cael anhawster gyda sgiliau cymdeithasol, iaith a chyfathrebu ac ymddygiad. Maen nhw’n arddangos patrymau ymddygiad a diddordebau sy’n ailadroddus. Mae’r cyflwr hefyd yn effeithio ar y gallu i chwarae’n ddychmygus, yn enwedig gydag eraill, ac i fod yn ymwybodol o berygl ac i ragweld beth all ddigwydd. Mae achos yr anabledd hwn yn destun gwaith ymchwil o hyd, ond credir bod ganddo achosion genetig neu amgylcheddol posibl. Mae gan blant â chyflyrau meddygol penodol risg uwch na'r arfer o anhwylderau ar y sbectrwm awtistiaeth, e.e. syndrom X bregus a syndrom Rett.
Yn debyg i awtistiaeth, mae'r syndrom hwn yn achosi anawsterau wrth ryngweithio'n gymdeithasol a chyfathrebu di-eiriau. Mae achos yr anabledd hwn yn destun gwaith ymchwil o hyd, ond credir bod ganddo achosion genetig neu amgylcheddol posibl.
Mae anghenion iechyd ychwanegol yn gallu effeithio ar addysg plentyn oherwydd iddo fethu â bod yn bresennol yn yr ysgol am resymau iechyd. Mae hyn oherwydd salwch tymor byr megis annwyd, poen yn y glust, neu gyflwr meddygol sydd angen triniaeth yn yr ysbyty. Mae nifer o afiechydon sy’n gallu effeithio ar dwf a datblygiad plentyn. Mae'r rhain yn cynnwys:
Mewn rhai achosion, mae twf y plentyn yn cael ei effeithio gan un ai’r salwch neu’r meddyginiaethau a ddefnyddir i’w drin. Mae hyn yn gallu cyfyngu ar gyfleoedd datblygu trwy fethu â chymryd rhan mewn gweithgareddau corfforol. Gall poen ac ymweliadau rheolaidd i'r ysbyty effeithio ar iechyd meddwl hefyd. Mae anhwylderau mân fel tonsilitis, pesychu ac annwyd a dolur rhydd yn achosi absenoldebau o'r ysgol ac yn dylanwadu ar ddatblygiad plentyn. Mae salwch mwy difrifol fel llid yr ymennydd a'r frech goch yn gadael yr unigolyn ag anabledd hirdymor fel colli clyw neu olwg ac mewn achosion llid yr ymennydd yn gallu arwain at unigolyn i golli breichiau neu goesau.
Mae anabledd synhwyraidd yn effeithio ar y synhwyrau, e.e. gweld, clyw, arogli, cyffwrdd, blasu. Mae nifer o gyflyrau a fyddai'n cael eu hystyried fel anableddau synhwyraidd yn cynnwys:
Problem clyw lle na all yr ymennydd brosesu seiniau yn y ffordd arferol. Fel arfer, mae'n datblygu yn ystod plentyndod a gall heintiau'r glust, llid yr ymennydd, gwenwyn plwm, neu hyd yn oed bwysau geni isel ei achosi.
Bydd y plentyn yn cael anhawster ymdrin ag emosiynau ac yn mynegi teimladau. Mae ystod eang o ffactorau sy’n gallu effeithio ar broblemau emosiynol ac ymddygiadol plant, e.e.
Mae plentyn ag ADHD yn ei chael hi’n anodd canolbwyntio ac nid fydd ganddo gof tymor byr da. Bydd yn ymddwyn yn fyrbwyll, yn teimlo’n rhwystredig ac yn cael anhawster ffurfio perthynas gyda chyfoedion. Mae cyswllt genetig posibl. Mae babanod cynamserol a'r rheini ag epilepsi neu niwed ar yr ymennydd yn fwy tebygol o ddatblygu ADHD.
Anhawster gyda geiriau sy’n effeithio ar y gallu i ddarllen, sillafu ac ysgrifennu. Gall hefyd effeithio ar gof y plentyn a’r ffordd y mae’n prosesu gwybodaeth. Gall dyslecsia fod yn gyflwr sy’n rhedeg yn y teulu.
Mae plant sydd â dyspracsia yn cael anhawster gyda symudiadau, iaith a datblygu syniadau. Efallai bydd y plentyn i’w weld yn lletchwith ac yn bwrw i mewn i wrthrychau a phobl. Bydd y llawysgrifen yn anniben ac mae’n cael anhawster o fynegi syniadau da ar bapur. Mae’n cael anhawster cadw trefn ar waith ac yn methu â chyfarwyddo â threfn o fewn yr ysgol ac yn y cartref. Mae dyspracsia yn fwy cyffredin ymhlith bechgyn ac mae’r cyflwr yn gallu rhedeg mewn teuluoedd.
Yn sgil diffyg ffurfio ymlyniad gyda’r prif ofalwr pan yn blentyn bach, mae problemau o ran ei hwyliau, ei ymddygiad a’r gallu i greu perthynas gydag eraill. Efallai bydd y plentyn yn edrych yn drist gan ymddangos yn encilgar ac yn ofnus heb unrhyw reswm penodol. Gall anhwylder ymlyniad arwain at hunan-barch isel a phroblemau ymddygiadol neu wrthgymdeithasol. Efallai na fydd plentyn ag anhwylder ymlyniad yn gallu ffurfio ymlyniadau agos ag eraill nac ymddangos ei fod eisiau neu angen cysur neu gefnogaeth gan ofalwyr. Os yw plentyn wedi ffurfio ymlyniad â’i brif ofalydd ac os caiff y cwlwm agosrwydd ei dorri drwy wahaniad mae’n gallu arwain at niwed seicolegol.
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Children, whatever their needs, have the right to an equal opportunity to learn, grow and develop holistically, including risk taking. It is essential that children's needs are identified as early as possible, in order to respond to them in the best possible way. Children should be considered part of society even if they need help to live a full life. Settings should be flexible and sensitive and inclusive and provide a supportive environment that welcomes children with additional needs.
The role of the adult is to consider each child's needs, not just their individual stages of development and interests but also any additional needs they may have. This will ensure that children have equal opportunities to learn, grow and develop holistically. Early diagnosis and intervention are important. If a child receives early intervention, e.g. by a speech and language therapist, it prevents he/she from developing other difficulties, such as behaviour or concentration.
The child's voice must be listened to. In a situation where the child is unable to respond for himself, childcare workers must take account of his or her views and interests when planning for it. Children learn and develop through conducting their own research and through experiences, so placements should provide opportunities for all children to undertake such activities. Childcare workers should observe and assess children to identify any additional needs as well as their strengths and interests. This information should form the basis of planning for each child's needs in order to enrich the learning experiences offered to them.
All children, whatever their needs, have the right to take risks, explore the environment and make decisions for themselves. They need opportunities to solve problems and consider what can happen when not being careful. In taking risks, children develop the confidence to be able to cope with challenging situations that contribute to their holistic development. Play gives children the opportunity to take risks and by organizing their play they will broaden their skills and cope with their ability to manage their emotions.
Eliminating all risks within the environment for children with additional needs, whether indoors or outdoors, can lead to them becoming bored and behaving in an unacceptable way. As a result, children exhibit more risky behaviour that can prove dangerous to them and other children around them. The challenge for childcare workers is to balance the need for safety against the need every child has to take risks. It is more challenging when children have additional needs as the childcare workers has a duty to protect them. In some instances, this can lead to children with additional needs being recommended for, or prevented from attempting an activity. Sometimes parents or carers feel that their children are at greater risk of harm because of their additional needs. Therefore, they are reluctant for their children to engage in enterprising activities. Parents/carers want to protect their children, and childcare workers do not want to take the blame for any harm that they do.
Maintaining a risk assessment record helps childcare workers to be aware of what they need to do to keep all children safe. Consideration needs to be given to what adjustments need to be made to ensure that they are able to participate fully in all activities offered. Childcare workers have a duty of care to ensure that the environment is suitable and safe for all children whatever their needs. Not all activities and areas of the setting are suitable for all children and they need to be looked at and adapted so that all children can participate safely.
Childcare workers need to work in a way that supports children to strike a balance between positive initiative and challenge. The holistic development of children means that they have opportunities to take risks and challenge themselves when encountering new experiences. Children, including those with additional needs, should be supported to assess their own risks. Instead of eliminating all risks, children should be encouraged to consider the risks associated with different activities. Childcare workers are able to do this by asking open-ended questions to encourage children to assess risks themselves, e.g. "How are you going to get down after climbing the tree?"
Mae gan blant, beth bynnag yw eu hanghenion, yr hawl i gael cyfle cyfartal i ddysgu, tyfu a datblygu’n gyfannol, gan gynnwys mentro. Mae’n hanfodol bod anghenion plant yn cael eu hadnabod mor gynnar â phosib, er mwyn ymateb iddyn nhw yn y modd gorau posibl. Dylai plant cael eu hystyried yn rhan o’r gymdeithas hyd yn oed os oes angen cymorth arnyn nhw i fyw bywyd llawn ynddi. Dylai lleoliadau fod yn hyblyg ac yn sensitif ac yn awyrgylch cynhwysol a chefnogol sy'n croesawu plant ag anghenion ychwanegol.
Rôl yr oedolyn yw ystyried anghenion pob plentyn, nid eu camau datblygiad a'u diddordebau unigol yn unig ond hefyd unrhyw anghenion ychwanegol sydd ganddynt. Bydd hyn yn sicrhau bod plant yn cael cyfleoedd cyfartal i ddysgu, tyfu a datblygu’n gyfannol. Mae diagnosis ac ymyrraeth gynnar yn bwysig. Os caiff blentyn ymyrraeth gynnar, e.e. gan therapydd iaith a lleferydd, mae’n ei atal rhag datblygu anawsterau eraill, megis ymddygiad neu’r gallu i ganolbwyntio.
Mae’n rhaid gwrando ar lais y plentyn. Mewn sefyllfa lle nad yw’r plentyn yn medru ymateb dros ei hun, rhaid i gweithwyr gofal plant ystyried ei safbwyntiau a’i ddiddordebau wrth gynllunio ar ei gyfer. Mae plant yn dysgu ac yn datblygu drwy ymchwilio a phrofi drostynt hwy eu hunain, felly dylai lleoliadau ddarparu cyfleoedd i bob plentyn ymgymryd â gweithgareddau o’r fath. Dylai gweithwyr gofal plant arsylwi ac asesu plant i adnabod unrhyw anghenion ychwanegol yn ogystal â’u cryfderau a’u diddordebau. Dylai’r wybodaeth hyn fod yn sail i gynllunio ar gyfer anghenion pob plentyn er mwyn cyfoethogi’r profiadau dysgu a gynigir iddyn nhw.
Mae gan bob plentyn, waeth beth fo'i anghenion, yr hawl i fentro, archwilio’r amgylchedd a gwneud penderfyniadau dros ei hun. Maent angen cyfleoedd i ddatrys problemau ac ystyried beth all ddigwydd wrth beidio â bod yn ofalus. Wrth gymryd risgiau, bydd plant yn datblygu hyder i fedru ymdopi â sefyllfaoedd heriol sy’n cyfrannu at eu datblygiad cyfannol. Mae chwarae yn rhoi cyfle i blant fentro a thrwy drefnu eu chwarae byddant yn ehangu eu sgiliau ac ymdopi gyda’u gallu i reoli eu hemosiynau.
Mae dileu pob risg o fewn yr amgylchedd i blant ag anghenion ychwanegol, boed tu mewn neu du allan yn yr awyr agored, yn gallu arwain atynt yn diflasu ac ymddwyn mewn modd sy’n annerbyniol. Yn sgil hyn, mae plant yn arddangos ymddygiad mwy mentrus a all brofi’n beryglus iddyn nhw a phlant eraill o’u hamgylch. Yr her i gweithwyr gofal plant yw cydbwyso’r angen am ddiogelwch yn erbyn yr angen sydd gan bob plentyn i fentro. Mae’n fwy o her pan fydd gan blant anghenion ychwanegol gan fod yr gweithiwr gofal plant â dyletswydd i’w diogelu. Ar adegau, gall hyn arwain at blant ag anghenion ychwanegol yn cael eu hargymell neu eu hatal rhag mentro. Weithiau, mae rhieni neu ofalwyr yn teimlo bod eu plant mewn mwy o berygl o niwed oherwydd eu hanghenion ychwanegol. Felly, maen nhw’n gyndyn i’w plant gymryd rhan mewn gweithgareddau mentrus. Mae rhieni/gofalwyr eisiau diogelu eu plant, ac nid yw gweithwyr gofal plant eisiau'r bai am unrhyw niwed a ddaw i’w rhan.
Mae cynnal cofnod asesiad risg yn helpu gweithwyr gofal plant i fod yn ymwybodol o'r hyn y mae angen iddynt ei wneud i gadw pob plentyn yn ddiogel. Mae angen ystyried pa addasiadau sydd angen eu gwneud er mwyn sicrhau eu bod yn gallu cymryd rhan lawn ym mhob gweithgaredd a gynigir. Mae gan gweithwyr gofal plant ddyletswydd gofal i sicrhau bod yr amgylchedd yn addas ac yn ddiogel ar gyfer pob plentyn beth bynnag yw eu hanghenion. Nid yw pob gweithgaredd ac ardal yn y lleoliad yn addas i'w defnyddio gyda'r holl blant ac mae angen edrych arnynt a’u haddasu fel bod pob plentyn yn medru cymryd rhan yn ddiogel.
Mae angen i gweithwyr gofal plant weithio mewn ffordd sy’n cefnogi plant i gael cydbwysedd rhwng mentro cadarnhaol a her. Mae datblygiad cyfannol plant yn golygu eu bod yn cael cyfleoedd i fentro a herio eu hunain wrth ddod ar draws profiadau newydd. Dylai plant, gan gynnwys y rhai ag anghenion ychwanegol, gael eu cefnogi i asesu risgiau eu hunain. Yn hytrach na dileu pob risg, dylai plant gael eu hannog i ystyried y risgiau sy’n gysylltiedig â gwahanol weithgareddau. Mae gweithwyr gofal plant yn gallu gwneud hyn drwy ofyn cwestiynau penagored er mwyn annog plant i asesu risgiau eu hunain, e.e. “Sut wyt ti am ddod i lawr ar ôl dringo’r goeden?”
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It is important to note that no two children with additional needs are the same. Each child has his or her individual strengths and talents as well as their specific needs. As a result, it is important that they are treated as individuals, even if they have similar needs. It is important to ensure that it is the individual who is recognized and supported, rather than their condition and needs. The child should be involved in planning to meet their needs, bearing in mind that needs may change quickly.
The medical model of disability looks at what is wrong with the child rather than what the child needs to meet their needs. It considers improving or managing the illness or disability and investing resources in healthcare related services in order to do so. The medical model views disability as a tragedy, and as a result services offer screening during pregnancy to identify potential disabilities.
In the past, children with disabilities were sent to institutions so that they could not be 'cured' away from the eyes of society. Later, children were sent to special schools rather than mainstream schools. It is clear now that these children have been wronged in the education system, because expectations are low.
The social model of disability takes into account the order of society. It considers how society introduces obstacles, e.g. access to buildings or facilities and educational opportunities for people with disabilities etc. Removing these barriers gives people with disabilities equal opportunities. It gives them the opportunity to be more independent and gives them more choice and control over their lives.
This model promotes the idea that each individual has needs and also strengths, skills and preferences. It provides an inclusive environment as a starting point for all children and believes that the environment, behaviour, curriculum and resources are the 'problem' rather than the child. The result of this approach is that children who would have been educated in a particular institution are now being taught in the mainstream.
In following this model, professionals focus on identifying the needs and taking steps to improve the disabled person's situation.
This model considers disabled people as those who are suffering because of their circumstances and that people should feel for them.
This refers to the attitude of some people who believe that individuals are morally responsible for their own disability. For example, the disability can be seen as the result of poor parental actions.
This model allows the disabled person and their family to decide on the treatment and services they wish to receive. This turns the professional into a service provider whose role is to offer guidance and deliver the disabled person's decisions. The model 'empowers' the individual to achieve their own goals.
Negative social attitudes and values towards children with additional needs can affect equality, diversity and inclusion. Adults may do certain things for children because they do not consider them capable of doing it for themselves. One example is feeding a child with additional needs rather than letting them feed themselves. The childcare worker may think that this is best for the child, but limits his or her opportunities to gain the confidence to do things for himself. More experienced staff should challenge such discrimination and negative attitudes to ensure that children with additional needs have the same opportunities as other children.
Positive attitudes towards children with additional needs and their families are essential. It is important that the child's needs are considered holistically, rather than being defined by their needs. We need to make sure that everyone who provides support for the child and their family understands their rights, and that each family has its own needs and circumstances.
Legislation has brought about significant changes in the way individuals with learning disabilities or autism are supported. The Equality Act 2010 has ensured that individuals' attitudes have changed and that individuals are treated fairly. The United Nations Convention on the Rights of the Child lists the rights of all children and young people. The UNCRC has 54 articles in it. The rights on the list ensure the safety of children and ensures that they have the things they need to survive and develop and have their say on decisions that affect their lives.
A child's additional needs can influence other people's views, stereotypical assumptions and expectations. Children with additional needs often face stereotyping and prejudice for different reasons. For example, a child may suffer from stereotyping because they are on the autistic spectrum. A childcare worker may decide that the child is unable to participate in a group activity because of communication difficulties. It is important that childcare workers have a good understanding of the condition, remembering that it affects children in a variety of ways. By observing and developing a relationship with the child, the childcare worker will gain an understanding of how the condition affects him/her. Experienced childcare workers should model this and challenge any discrimination towards children with additional needs.
Some believe that a child with a disability will not grow up to be able to live an independent life. The focus tends to be on their disability rather than their ability. As a result, expectations can be low. The situation is improving although some families report having to fight for equal rights to education for their children.
It is important that childcare workers work in a way that promotes positive perceptions and attitudes of children with additional needs. Appreciating and listening to the views of children with additional needs encourages other children to see them as active participants. Equipment, photos, books and activities at the setting should reflect children with additional needs in a positive way, e.g. books that show strong, capable characters who use a wheelchair. Positive images help to promote positive perceptions of children with additional needs. Every child needs to have the feeling of being proud of who they are. For example, children who wear glasses must see images of other children wearing them. It is vital that childcare workers challenge any discrimination on the basis of additional needs, e.g. children laughing at the picture of a child wearing glasses.
Mae'n bwysig nodi nad yw unrhyw ddau blentyn ag anghenion ychwanegol yr un fath. Mae gan bob plentyn ei gryfderau a'i dalentau unigol yn ogystal â’i anghenion penodol. O ganlyniad, mae'n bwysig iddynt gael eu trin fel unigolion, hyd yn oed os oes ganddynt anghenion tebyg. Mae'n bwysig sicrhau mai'r unigolyn a gaiff ei gydnabod a'i gefnogi, yn hytrach na'i gyflwr a’i anghenion. Dylid cynnwys y plentyn wrth gynllunio er mwyn cwrdd â’i anghenion, gan gofio y gall yr anghenion newid yn sydyn.
Mae’r model meddygol o anabledd yn ystyried beth sy'n bod ar y plentyn yn hytrach na beth sydd angen ar y plentyn er mwyn cwrdd â’i anghenion. Mae’n ystyried gwella neu reoli'r salwch neu anabledd a buddsoddi adnoddau yn y gwasanaethau sy'n gysylltiedig â gofal iechyd er mwyn gwneud hynny. Mae’r model meddygol yn gweld anabledd fel trasiedi, ac o ganlyniad mae gwasanaethau’n cynnig sgrinio yn ystod beichiogrwydd er mwyn adnabod anableddau posibl.
Yn y gorffennol, roedd plant ag anableddau yn cael eu hanfon i sefydliadau fel eu bod o olwg cymdeithas os nad oedd posib eu ‘gwella’. Yn ddiweddarach, roedd plant yn cael eu hanfon i ysgolion arbennig yn hytrach nag ysgolion prif lif. Mae’n amlwg nawr, fod y plant yma wedi cael cam yn y byd addysg, gan fod disgwyliadau yn isel.
Mae’r model cymdeithasol o anabledd yn ystyried trefn cymdeithas. Mae'n ystyried sut mae cymdeithas yn achosi rhwystrau, e.e. mynediad i adeilad neu gyfleusterau i bobl anabl a chyfleoedd o ran addysg ac ati. Mae dileu’r rhwystrau hyn yn rhoi cyfleoedd cyfartal i bobl ag anabledd. Mae’n rhoi cyfle iddynt fod yn fwy annibynnol ac yn rhoi mwy o ddewis a rheolaeth iddynt dros eu bywydau.
Mae’r model yma'n hyrwyddo’r syniad bod pob unigolyn ag anghenion a hefyd gryfderau, sgiliau a hoffterau. Mae’n darparu amgylchedd cynhwysol fel man cychwyn i bob plentyn ac yn credu mai’r amgylchedd, ymddygiad eraill, cwricwlwm ac adnoddau yw’r ‘broblem’ yn hytrach na’r plentyn. Canlyniad y dull yma yw bod plant a fyddai wedi cael eu haddysgu mewn sefydliad arbennig, nawr yn cael eu haddysgu yn y prif lif.
Wrth ddilyn y model hwn, mae gweithwyr proffesiynol yn canolbwyntio ar adnabod yr anghenion a chymryd y camau i wella sefyllfa’r unigolyn anabl.
Mae'r model hwn yn gweld pobl anabl fel rhai sy’n dioddef oherwydd eu hamgylchiadau ac y dylai pobl deimlo drostyn nhw.
Mae hwn yn cyfeirio at agwedd rhai pobl sy’n credu bod unigolion yn foesol gyfrifol am eu hanabledd eu hunain. Er enghraifft, gellir gweld yr anabledd fel canlyniad i weithredoedd gwael gan y rhieni/gofalwyr.
Mae'r model hwn yn caniatáu i'r person anabl a'i deulu/gofalwyr benderfynu ar y driniaeth a’r gwasanaethau y maent yn dymuno eu derbyn. Mae hyn yn troi'r gweithiwr proffesiynol yn ddarparwr gwasanaeth a'i rôl yw cynnig arweiniad a chyflawni penderfyniadau'r person anabl. Mae'r model yn ‘grymuso’ yr unigolyn i gyflawni ei nodau ei hun.
Mae agweddau a gwerthoedd cymdeithasol negyddol tuag at blant ag anghenion ychwanegol yn gallu effeithio ar gydraddoldeb, amrywiaeth a chynhwysiant. Mae’n bosibl bod oedolion yn gwneud pethau penodol dros blant gan nad ydynt yn ystyried eu bod yn gallu eu gwneud drostynt eu hunain. Un enghraifft yw bwydo plentyn ag anghenion ychwanegol yn hytrach na gadael iddo fwydo ei hun. Efallai bod yr gweithiwr gofal plant yn meddwl mai hyn sydd orau ar gyfer y plentyn, ond mae’n cyfyngu ar ei gyfleoedd i fagu’r hyder i wneud pethau drosto ei hun. Dylai staff mwy profiadol herio gwahaniaethu ac agweddau negyddol o’r fath er mwyn sicrhau bod plant ag anghenion ychwanegol yn cael yr un cyfleoedd â phlant eraill.
Mae agweddau cadarnhaol at blant ag anghenion ychwanegol a’u teuluoedd/gofalwyr yn hanfodol. Mae'n bwysig bod anghenion y plentyn yn cael eu hystyried yn gyfannol, yn hytrach na chael eu diffinio gan ei anghenion. Mae angen sicrhau bod pawb sy’n darparu cefnogaeth i’r plentyn a’i deulu/gofalwyr yn deall ei hawliau a deall bod gan bob teulu ei anghenion a'i amgylchiadau ei hun.
Yn sgil deddfwriaeth, bu newidiadau sylweddol yn y ffordd y caiff unigolion ag anableddau dysgu neu awtistiaeth eu cefnogi. Mae'r Ddeddf Cydraddoldeb 2010 wedi sicrhau bod agweddau unigolion wedi newid a bod unigolion yn cael eu trin yn deg. Mae Confensiwn y Cenhedloedd Unedig ar Hawliau’r Plentyn yn rhestru hawliau sydd gan bob plentyn a pherson ifanc. Mae gan y CCUHP 54 erthygl ynddo. Mae’r hawliau ar y rhestr yn sicrhau diogelwch plant a bod ganddynt y pethau y mae arnynt eu hangen i oroesi a datblygu a’u bod yn cael dweud eu dweud ar benderfyniadau sy’n effeithio ar eu bywydau.
Mae anghenion ychwanegol plentyn yn gallu dylanwadu ar farn, tybiaethau ystrydebol a disgwyliadau pobl eraill. Mae plant ag anghenion ychwanegol yn aml yn wynebu stereoteipio a rhagfarn am wahanol resymau. Er enghraifft, mae plentyn yn gallu dioddef stereoteipio oherwydd ei fod ar y sbectrwm awtistig. Efallai y bydd gweithiwr gofal plant yn penderfynu na all y plentyn gymryd rhan mewn gweithgaredd grŵp oherwydd bod ganddo anawsterau cyfathrebu. Mae’n bwysig bod gweithwyr gofal plant â dealltwriaeth dda o’r cyflwr, gan gofio ei fod yn effeithio ar blant mewn amrywiaeth o ffyrdd. Drwy arsylwi ar y plentyn a datblygu perthynas ag ef, bydd yr gweithiwr gofal plant yn dod i ddeall sut mae’r cyflwr yn effeithio arno. Dylai gweithwyr gofal plant profiadol fodelu hyn a herio unrhyw wahaniaethu tuag at blant ag anghenion ychwanegol.
Mae rhai yn credu na fydd plentyn ag anabledd yn tyfu i allu byw bywyd annibynnol. Mae’r ffocws yn dueddol o fod ar eu hanabledd yn hytrach na’u gallu. O ganlyniad i hyn, mae disgwyliadau yn gallu bod yn isel. Mae’r sefyllfa yn gwella er bod rhai teuluoedd/gofalwyr yn adrodd eu bod yn gorfod ymladd er mwyn cael hawliau cyfartal i addysg i’w plant.
Mae’n bwysig bod gweithwyr gofal plant yn gweithio mewn ffordd sy’n hyrwyddo canfyddiadau ac agweddau cadarnhaol o blant ag anghenion ychwanegol. Mae gwerthfawrogi a gwrando ar safbwyntiau plant sydd ag anghenion ychwanegol yn annog plant eraill i'w gweld fel cyfranogwyr gweithredol. Dylai cyfarpar, lluniau, llyfrau a gweithgareddau yn y lleoliad adlewyrchu plant ag anghenion ychwanegol mewn ffordd bositif, e.e. llyfrau sy’n dangos cymeriadau cryf, galluog sy’n defnyddio cadair olwyn. Mae delweddau positif yn helpu i hybu canfyddiadau cadarnhaol o blant ag anghenion ychwanegol. Mae angen i bob plentyn gael y teimlad o fod yn falch o bwy ydynt. Er enghraifft, rhaid i blant sy’n gwisgo sbectol weld delweddau o blant eraill sy’n eu gwisgo. Mae’n hollbwysig bod gweithwyr gofal plant yn herio unrhyw wahaniaethu ar sail anghenion ychwanegol, e.e. plant yn chwerthin ar lun plentyn sy’n gwisgo sbectol.
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Labelling a child as an individual with additional needs can have a negative effect on their confidence. The child may suffer from low self-esteem, and feel excluded from certain activities/services leading to a feeling of loneliness.
There is a tendency for people to have a lower expectation of the child because of a lack of understanding of their needs. Therefore, the child may not be sufficiently challenged to take part in activities and develop to his/her full potential.
A child may find it difficult to build and maintain relationships with other children because they have been labelled as having additional needs. Other children may make fun of them or bully them. They may be treated differently because they have been labelled as having additional needs. For example, pushing a child who is a wheelchair user around the school yard even though they can do it for themselves. Childcare workers should always challenge such behaviour in order to promote the rights of the child and to change the attitudes of other children.
On the other hand, by being labelled, a child is able to receive additional services that they would not otherwise have received. For example, the child may be able to receive one-to-one support in class. A childcare worker who supports the child can learn about his or her specific needs by researching the condition/disability. The childcare worker can then observe the child in order to identify the ways in which the condition/disability affects him/her as an individual. If childcare workers understand the child's individual needs, then additional support will help them to thrive and succeed. This support will only be provided if the child is not labelled.
The pressure of supporting a child with additional needs can be difficult for families. The pressure can often be overwhelming for families as they try to support the whole family and access help or support. Different family members have their own views and therefore deal with them in their own time and way. It is important that childcare workers understand and respect each of the individuals involved. Family members include parents/carers and other children as well as the extended family (grandparents etc.). Some family members may feel that they are losing control of decision making over their child, while others may feel confused within a system that is unfamiliar, or complex. Families can feel isolated and unsure of how to support the child or what will happen in the future. Families often feel socially isolated and excluded from family events and activities because of their child's needs. This leads to stress and frustration.
As families receive the support they need and come to accept the situation they feel more positive about supporting their child with additional needs. They feel more confident about supporting the child so that he/she can thrive. As their knowledge and skills in supporting their child develop, they can develop the confidence to provide advice or support to families facing similar challenges.
Supporting a child with additional needs can be challenging for childcare workers. Childcare workers may feel that they have little knowledge or experience to support the child effectively and this can lead to frustration or worthlessness. Childcare workers may experience difficulties in working with other professionals or agencies. Again, this can lead to feelings of frustration and stress. On the other hand, supporting a child with additional needs can be a valuable experience. As the childcare worker develops the confidence, knowledge and skills needed to support additional needs, they will gain a sense of achievement and pride in their work.
Mae labelu plentyn fel unigolyn sydd ag anghenion ychwanegol yn gallu cael effaith negyddol ar ei hyder. Gall y plentyn ddioddef hunan-barch isel, a theimlo ei fod yn cael ei eithrio o weithgareddau/gwasanaethau penodol gan arwain at deimlad o unigrwydd.
Mae yna duedd i bobl gael disgwyliad is o'r plentyn oherwydd diffyg dealltwriaeth ynglŷn â’i anghenion. Felly, mae'n bosibl na fydd yn cael ei herio'n ddigonol i gymryd rhan mewn gweithgareddau ac i ddatblygu i’w lawn botensial.
Mae’n bosibl i blentyn ei chael hi’n anodd meithrin a chynnal perthynas â phlant eraill oherwydd ei fod wedi cael ei labelu fel un ag anghenion ychwanegol. Gall plant eraill wneud hwyl am ei ben neu ei fwlio. Efallai y caiff ei drin yn wahanol oherwydd ei fod wedi cael ei labelu yn blentyn ag anghenion ychwanegol. Er enghraifft, gwthio plentyn sy'n ddefnyddiwr cadair olwyn o gwmpas buarth yr ysgol er ei fod yn gallu gwneud hynny drosto ei hun. Dylai gweithwyr gofal plant herio ymddygiad o’r fath bob amser er mwyn hyrwyddo hawliau’r plentyn ac er mwyn newid agweddau’r plant eraill.
Ar y llaw arall, drwy gael ei labelu, mae plentyn yn gallu derbyn gwasanaethau ychwanegol na fyddai wedi eu cael fel arall. Er enghraifft, efallai y gall y plentyn dderbyn cefnogaeth un-i-un yn y dosbarth. Mae gweithiwr gofal plant sy’n cefnogi’r plentyn yn gallu dysgu am ei anghenion penodol drwy ymchwilio i’r cyflwr/anabledd. Yna, gall yr gweithiwr gofal plant arsylwi’r plentyn er mwyn dod i adnabod y ffyrdd y mae’r cyflwr/anabledd yn effeithio arno fel unigolyn. Os yw gweithwyr gofal plant yn deall anghenion unigol y plentyn, yna bydd cymorth ychwanegol yn ei helpu i ffynnu a llwyddo. Ni fydd y cymorth yma yn cael ei ddarparu os na fydd y plentyn yn cael ei labelu.
Mae’r pwysau o gefnogi plentyn ag anghenion ychwanegol yn gallu bod yn anodd i deuluoedd/gofalwyr. Yn aml, mae’r pwysau yn gallu bod yn llethol i deuluoedd/gofalwyr wrth iddynt geisio cefnogi’r teulu cyfan a chael gafael ar gymorth neu gefnogaeth. Bydd gwahanol aelodau o'r teulu â safbwyntiau eu hunain ac felly yn delio â hwy yn eu hamser a’u ffordd eu hunain. Mae’n bwysig bod gweithwyr gofal plant yn deall ac yn parchu bob un o’r unigolion dan sylw. Mae aelodau o’r teulu yn cynnwys rhieni/gofalwyr a phlant eraill yn ogystal â’r teulu estynedig (teidiau, neiniau ac ati).
Efallai y bydd rhai aelodau o’r teulu’n teimlo eu bod yn colli rheolaeth dros wneud penderfyniadau dros eu plentyn, tra y bydd eraill yn teimlo’n ddryslyd o fewn system sy’n anghyfarwydd iddynt, neu sy’n gymhleth. Gall teuluoedd/gofalwyr deimlo'n unig ac yn ansicr ynghylch sut i gefnogi’r plentyn neu beth fydd yn digwydd yn y dyfodol. Yn aml, mae teuluoedd/gofalwyr yn teimlo'n ynysig yn gymdeithasol a’u bod yn cael eu heithrio o ddigwyddiadau teuluol a gweithgareddau oherwydd anghenion eu plentyn. Mae hyn yn arwain at straen a rhwystredigaeth.
Wrth i deuluoedd/gofalwyr dderbyn y gefnogaeth sydd ei angen arnynt a dod i dderbyn y sefyllfa maen nhw’n teimlo’n fwy positif am gefnogi eu plentyn sydd ag anghenion ychwanegol. Maen nhw’n teimlo’n fwy hyderus ynghylch cefnogi’r plentyn er mwyn iddo ffynnu. Wrth i’w gwybodaeth a’u sgiliau ddatblygu o ran cefnogi eu plentyn, gallant ddatblygu’r hyder i roi cyngor neu gefnogaeth i deuluoedd/gofalwyr sy’n profi heriau tebyg.
Mae cefnogi plentyn ag anghenion ychwanegol yn gallu bod yn heriol i gweithwyr gofal plant. Efallai bod gweithwyr gofal plant yn teimlo nad os ganddynt lawer o wybodaeth neu brofiad i gefnogi’r plentyn yn effeithiol ac mae hyn yn gallu arwain at deimlo’n rhwystredig neu’n ddi-werth. Gall gweithwyr gofal plant brofi anawsterau cyd-weithio gyda phobl broffesiynol neu asiantaethau eraill. Eto, mae hyn yn gallu arwain at deimladau o rwystredigaeth a straen. Ar y llaw arall, gall cefnogi plentyn ag anghenion ychwanegol fod yn brofiad gwerthfawr. Wrth i’r gweithiwr gofal plant ddatblygu’r hyder, gwybodaeth a’r sgiliau sydd eu hangen i gefnogi anghenion ychwanegol, bydd yn cael ymdeimlad o gyflawniad a balchder yn ei waith.
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Opportunities for a child with additional needs may be limited. This includes where they live, what jobs they get and who they are likely to develop relationships with. Having additional needs can affect children's growth and development as a result of physical disability. Children may miss educational experiences because of a health condition. Families supporting a child with additional needs may experience financial difficulties. They may not be able to work as the child needs to be looked after. This can affect the life chances for the whole family.
Most people can assume that they will be able to choose their own home in the future, but children with additional needs experience more difficulties as they seek to live independently.
Mencap notes that only 8 in 10 individuals with a mild learning disability are working, and, in the charity's view, the main barriers to employment are:
Children with additional needs should have the same rights and opportunities as all other children, and this should include making friends. Children with additional needs can find it difficult to develop relationships as they have difficulties understanding or expressing emotions. This leads to feeling lonely and can affect self-confidence and low self-esteem in the long run.
The Welsh Government launched 'Learning Disability - Improving Lives Program' in 2018 and has three main aims:
The development of children with additional needs and their life chances are affected by the support and services they and their families receive. In order to support life chances for these children, support services should seek to provide adequate help and support so that children can thrive and develop to their full potential. A large part of this is multi-agency working in order to share information and provide services that meet the needs of children and their parents or carers.
Childcare workers should support families in responding to their children's needs by working in partnership with parents/carers. Some families may feel that they need some extra support to help them meet their child's needs. Some families may find supporting their child with additional needs very difficult. There are periods of stress, loneliness, tiredness and distress for their children, especially if parents or carers also have additional needs.
If parents/carers have additional needs of their own, they can be very complex as a result of a range of causes that include poverty, discrimination, depression and low self-esteem. Therefore, it is vital that childcare workers consider the needs and background of parents/carers when working with them. Many parents/carers with additional needs face negative stereotyping, i.e. that they could not be good enough parents.
Most settings have an 'open door' policy that encourages parents/carers to call in at any time. This leads to a strong partnership between them and staff with families feeling more confident in supporting their child. By respecting the views and wishes of parents/carers and recognizing that they know their children best, their confidence can be developed to support their child's needs. Childcare workers supporting parents/carers with additional needs should focus on their strengths and developing them. With appropriate support, many parents/carers with additional needs can improve their skills and knowledge and learn to effectively support their child's needs.
External agencies have a key role in changing attitudes, policies and practice. In order to change attitudes, policies and practice, agencies should promote the rights of children with additional needs and their families. This means educating the community about their abilities, shifting the focus away from the disability. Increased awareness and understanding of additional needs will ensure that children and their families are able to participate in a society where they feel welcome and receive the support and services they need.
The Welsh Government has a role to play in raising awareness and promoting the rights of individuals with additional needs through the passing of legislation and the production of policy documents and guidance. Schools and education services can promote awareness and understanding among staff and pupils by encouraging equality for children with additional needs and taking steps to eliminate bullying and harassment.
All public authorities have a duty under the Disability Discrimination Act (2005) to involve individuals with disabilities in decisions about the design and delivery of services. Involving them in the process ensures that the services offered are appropriate in meeting their needs.
The media can play an important role in influencing public opinion and can help raise awareness of learning disabilities, challenge stereotypes and deal with misconceptions.
Charities support children with additional needs and their families and work towards changing attitudes, policies and practice.
Mencap aims to raise awareness of the problems facing people with mental disabilities and their families. It offers information that helps people understand the rights of those with learning disabilities and supports them to access services or challenge decisions. Mencap offers support and advice to people with disabilities and their families on a wide range of topics, e.g. social care and education.
Change promotes the rights of people with learning disabilities. It produces easy-to-read books for parents with learning disabilities.
Scope is a charity working towards a fair society for people with learning disabilities by promoting the social model of disability.
Gall cyfleoedd plentyn ag anghenion ychwanegol mewn bywyd fod yn gyfyngedig. Mae’n cynnwys ble maen nhw’n byw, pa swyddi maen nhw’n eu cael a chyda pwy maen nhw’n debygol o ddatblygu perthynas. Mae bod ag anghenion ychwanegol yn gallu effeithio ar dwf a datblygiad plant o ganlyniad i anabledd corfforol. Efallai bydd plant yn methu profiadau addysgol oherwydd cyflwr iechyd. Gall teuluoedd/gofalwyr sy’n cefnogi plentyn ag anghenion ychwanegol brofi anawsterau ariannol. Efallai nad ydynt yn gallu gweithio gan fod angen edrych ar ôl y plentyn. Mae hyn yn gallu effeithio ar gyfleoedd bywyd y teulu cyfan.
Mae’r rhan fwyaf o bobl yn gallu cymryd yn ganiataol y byddant yn gallu dewis cartref eu hunain yn y dyfodol, ond mae plant ag anghenion ychwanegol yn profi mwy o anawsterau wrth iddynt geisio byw’n annibynnol.
Mae Mencap yn nodi mai dim ond 8 o bob 10 o unigolion sydd ag anabledd dysgu ysgafn sy'n gweithio, ac, ym marn yr elusen, prif rwystrau i gyflogaeth yw:
Dylid sicrhau bod gan blant ag anghenion ychwanegol yr un hawliau a chyfleoedd â phob plentyn arall, a dylai hyn gynnwys gwneud ffrindiau. Mae plant ag anghenion ychwanegol yn gallu ei chael hi’n anodd datblygu perthynas gan eu bod yn cael anawsterau deall neu fynegi emosiynau. Mae hyn yn arwain at deimlo’n unig ac mae’n gallu effeithio ar hunanhyder a hunan-barch isel yn y tymor hir.
Lansiodd Llywodraeth Cymru ‘Anabledd Dysgu – Rhaglen Gwella Bywydau’ yn 2018 ac mae'n cynnwys tri phrif nod:
Mae datblygiad plant sydd ag anghenion ychwanegol a’u cyfleoedd bywyd yn cael eu heffeithio gan y gefnogaeth a'r gwasanaethau a dderbynnir ganddynt a’u teuluoedd/gofalwyr. Er mwyn cefnogi cyfleoedd mewn bywyd i’r plant hyn, dylai gwasanaethau cefnogi geisio darparu cymorth a chefnogaeth ddigonol fel y gall plant ffynnu a datblygu i’w llawn botensial. Rhan fawr o hyn yw gwaith amlasiantaethol er mwyn rhannu gwybodaeth a darparu gwasanaethau sy’n cwrdd ag anghenion plant a’u rhieni/gofalwyr neu ofalwyr.
Dylai gweithwyr gofal plant gefnogi teuluoedd/gofalwyr i ymateb i anghenion eu plant trwy weithio mewn partneriaeth â rhieni/gofalwyr. Efallai y bydd rhai teuluoedd/gofalwyr yn teimlo bod angen rhywfaint o gymorth ychwanegol arnynt i'w helpu i ddiwallu anghenion eu plentyn. Efallai bod rhai teuluoedd/gofalwyr yn teimlo bod cefnogi eu plentyn sydd ag anghenion ychwanegol yn broses anodd iawn. Mae cyfnodau o straen, unigrwydd, blinder a gofid am eu plant, yn enwedig os oes gan rieni neu ofalwyr anghenion ychwanegol hefyd.
Os oes gan rieni/gofalwyr anghenion ychwanegol eu hunain, maen nhw’n gallu bod yn gymhleth iawn o ganlyniad i ystod o achosion sy’n cynnwys tlodi, gwahaniaethu, iselder a hunan-barch isel. Felly, mae’n hollbwysig bod gweithwyr gofal plant yn ystyried anghenion a chefndir y rhieni/gofalwyr wrth gydweithio â nhw. Mae llawer o rieni/gofalwyr ag anghenion ychwanegol yn wynebu stereoteipio negyddol, h.y. na allent fod yn rhieni/gofalwyr digon da.
Mae gan y mwyafrif o leoliadau bolisi ‘drws agored’ sy’n annog rhieni/gofalwyr i alw heibio unrhyw amser. Mae hyn yn arwain at bartneriaeth gref rhyngddynt a’r staff gyda theuluoedd/gofalwyr yn teimlo’n fwy hyderus i gefnogi eu plentyn. Wrth barchu safbwyntiau a dymuniadau rhieni/gofalwyr a chydnabod mai nhw sy’n adnabod eu plant orau, gellir datblygu eu hyder i gefnogi anghenion eu plentyn. Dylai gweithwyr gofal plant sy’n cefnogi rhieni/gofalwyr sydd ag anghenion ychwanegol ganolbwyntio ar eu cryfderau ac adeiladu arnynt. Gyda’r cymorth priodol, gall llawer o rieni/gofalwyr sydd ag anghenion ychwanegol wella eu sgiliau a'u gwybodaeth a dysgu i gefnogi anghenion eu plentyn mewn ffordd effeithiol.
Mae gan asiantaethau allanol rôl allweddol o ran newid agweddau, polisïau ac ymarfer. Er mwyn newid agweddau, polisïau ac ymarfer, dylai asiantaethau hyrwyddo hawliau plant ag anghenion ychwanegol a’u teuluoedd/gofalwyr. Mae hyn yn golygu addysgu'r gymuned am eu galluoedd, gan symud y ffocws oddi wrth yr anabledd. Bydd gwell ymwybyddiaeth a dealltwriaeth o anghenion ychwanegol yn sicrhau bod plant a’u teuluoedd/gofalwyr yn gallu cymryd rhan mewn cymdeithas lle maent yn teimlo bod croeso iddynt a'u bod yn cael y cymorth a'r gwasanaethau sydd eu hangen arnynt.
Mae gan Lywodraeth Cymru ran i'w chwarae wrth godi ymwybyddiaeth a hybu hawliau unigolion ag anghenion ychwanegol drwy basio deddfwriaeth a llunio dogfennau polisi a chanllawiau. Mae ysgolion a gwasanaethau addysg yn gallu hybu ymwybyddiaeth a dealltwriaeth ymhlith staff a disgyblion drwy annog cydraddoldeb i blant ag anghenion ychwanegol a chymryd camau i ddileu achosion o fwlio ac aflonyddu.
Mae dyletswydd ar bob awdurdod cyhoeddus o dan y Ddeddf Gwahaniaethu ar sail Anabledd (2005) i gynnwys unigolion ag anableddau yn y penderfyniadau a wneir ynghylch cynllunio a darparu gwasanaethau. Mae eu cynnwys yn y broses yn sicrhau bod y gwasanaethau a gynigir yn briodol o ran diwallu eu hanghenion.
Mae’r cyfryngau yn gallu chwarae rhan bwysig wrth ddylanwadu ar farn y cyhoedd ac maen nhw’n gallu helpu i godi ymwybyddiaeth o anableddau dysgu, herio stereoteipiau ac ymdrin â chamsyniadau.
Mae elusennau’n cefnogi plant ag anghenion ychwanegol a’u teuluoedd/gofalwyr ac yn gweithio tuag at newid agweddau, polisïau ac ymarfer.
Mae Mencap yn ceisio cynyddu ymwybyddiaeth o’r problemau sy’n wynebu pobl ag anableddau meddyliol a’u teuluoedd/gofalwyr. Mae’n cynnig gwybodaeth sy’n helpu pobl i ddeall hawliau'r rheini ag anableddau dysgu a'u cefnogi i gael mynediad at wasanaethau neu i herio penderfyniadau. Mae Mencap yn cynnig cefnogaeth a chyngor i bobl ag anableddau a’u teuluoedd/gofalwyr ar ystod eang o bynciau, e.e. gofal cymdeithasol ac addysg.
Mae Change yn hyrwyddo hawliau pobl ag anableddau dysgu. Mae’n cynhyrchu llyfrau sy’n hawdd i’w darllen ar gyfer rhieni/gofalwyr ag anableddau dysgu.
Mae Scope yn elusen sy’n gweithio tuag at gymdeithas deg i bobl ag anableddau dysgu drwy hyrwyddo’r model cymdeithasol o anabledd.
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