Anghenion Dysgu Ychwanegol (ADY)
Mae plant a phobl ifanc yn dysgu ar gyflymder gwahanol a gall fod ffactorau yn eu bywydau a all effeithio ar eu cyfradd dysgu hefyd.
Mae’n bosibl y bydd angen mwy o gymorth ar blant a phobl ifanc ag Anghenion Dysgu Ychwanegol na’r mwyafrif o blant a phobl ifanc o’r un oedran. Gyda rhai plant a phobl ifanc, mae’r anghenion dysgu ychwanegol hyn yn rhai tymor byr ond i eraill, bydd yr anghenion dysgu ychwanegol yn bresennol drwy gydol eu cyfnod mewn addysg a bydd angen mewnbwn yr ysgol, rhieni, y plentyn/person ifanc a’r awdurdod lleol (ac asiantaethau eraill lle bo'n briodol) i gynllunio, gweithredu ac adolygu unrhyw gymorth neu ddarpariaeth ychwanegol sydd eu hangen arnynt.
Dyma rai enghreifftiau o feysydd o anawsterau y gall plentyn ag anghenion dysgu ychwanegol eu profi.
Mae Deddf Anghenion Dysgu Ychwanegol a’r Tribiwnlys Addysg (2018) yn dweud bod gan blentyn neu berson ifanc 3 i 16 oed Anghenion Dysgu Ychwanegol os yw ef neu hi:
Mae’r system ADY newydd yn rhoi’r dysgwr wrth galon popeth sy’n digwydd, ac mae’n rhaid i ysgolion, colegau ac awdurdodau lleol fabwysiadu dull sy’n canolbwyntio ar yr unigolyn wrth gynllunio ar gyfer plant a phobl ifanc a’u cefnogi. Mae hyn yn golygu bod yn rhaid ystyried barn, dymuniadau a theimladau plant/pobl ifanc a’u rhieni ar bob cam drwy roi llais iddynt yn y ffordd y caiff anghenion plant eu nodi, eu hasesu a’u cefnogi drwy gydol eu hamser mewn ysgolion a lleoliadau.
Mae’n bosibl y bydd angen mwy o gymorth ar blant a phobl ifanc ag Anghenion Dysgu Ychwanegol na’r mwyafrif o blant a phobl ifanc o’r un oedran. Gyda rhai plant a phobl ifanc, mae’r anghenion dysgu ychwanegol hyn yn rhai tymor byr ond i eraill, bydd yr anghenion dysgu ychwanegol yn bresennol drwy gydol eu cyfnod mewn addysg a bydd angen mewnbwn yr ysgol, rhieni, y plentyn/person ifanc a’r awdurdod lleol (ac asiantaethau eraill lle bo'n briodol) i gynllunio, gweithredu ac adolygu unrhyw gymorth neu ddarpariaeth ychwanegol sydd eu hangen arnynt.
Dyma rai enghreifftiau o feysydd o anawsterau y gall plentyn ag anghenion dysgu ychwanegol eu profi.
- darllen, ysgrifennu, gwaith rhif
- deall gwybodaeth
- mynegi eu hunain neu ddeall yr hyn y mae eraill yn ei ddweud
- gwneud ffrindiau neu ymwneud ag oedolion
- ymddwyn yn briodol yn yr ysgol
- trefnu eu hunain
- anhawster clywed, gweld, neu symud o gwmpas a allai effeithio ar eu dysgu
Mae Deddf Anghenion Dysgu Ychwanegol a’r Tribiwnlys Addysg (2018) yn dweud bod gan blentyn neu berson ifanc 3 i 16 oed Anghenion Dysgu Ychwanegol os yw ef neu hi:
- yn cael anhawster sylweddol fwy wrth ddysgu na'r mwyafrif o rai eraill o'r un oedran neu
- ag anabledd sy'n ei atal neu'n ei rwystro rhag defnyddio cyfleusterau ar gyfer addysg neu hyfforddiant o'r math a ddarperir yn gyffredinol ar gyfer eraill o'r un oedran
Mae’r system ADY newydd yn rhoi’r dysgwr wrth galon popeth sy’n digwydd, ac mae’n rhaid i ysgolion, colegau ac awdurdodau lleol fabwysiadu dull sy’n canolbwyntio ar yr unigolyn wrth gynllunio ar gyfer plant a phobl ifanc a’u cefnogi. Mae hyn yn golygu bod yn rhaid ystyried barn, dymuniadau a theimladau plant/pobl ifanc a’u rhieni ar bob cam drwy roi llais iddynt yn y ffordd y caiff anghenion plant eu nodi, eu hasesu a’u cefnogi drwy gydol eu hamser mewn ysgolion a lleoliadau.
Additional Learning Needs (ALN)
Children and young people learn at different rates and there may be factors in their lives that can also affect their rate of learning.
Children and young people with Additional Learning Needs may need more support to learn than the majority of children and young people of the same age. With some children and young people these additional learning needs are short-term whereas for others, the additional learning needs will be present throughout their time in education and will need the input of the school, parents, the child/young person and the local authority (and other agencies where appropriate) to plan, implement and review any additional support or provision they need.
These are some examples of areas of difficulties a child with additional learning needs may experience.
One of the principles of the ALN Code is inclusive education where children and young people are supported to participate fully in mainstream education, wherever feasible, and a whole-setting approach is taken to meet the needs of learners with ALN.
The Additional Learning Needs and Education Tribunal Act (2018) says that a child or young person aged 3 to 16 years has Additional Learning Needs if he or she:
A child under compulsory school age (0 to 3 years) has a learning difficulty or disability if he or she is accessing additional learning provision (for children under 3 this means educational provision of any kind).
The new ALN system puts the learner at the heart of everything that happens, and schools, colleges and local authorities must take a person-centred approach to planning for and supporting children and young people. This means that the views, wishes and feelings of children/young people and their parents must be considered at all stages by giving them a voice in the way children’s needs are identified, assessed and supported throughout their time in schools and settings.
Children and young people with Additional Learning Needs may need more support to learn than the majority of children and young people of the same age. With some children and young people these additional learning needs are short-term whereas for others, the additional learning needs will be present throughout their time in education and will need the input of the school, parents, the child/young person and the local authority (and other agencies where appropriate) to plan, implement and review any additional support or provision they need.
These are some examples of areas of difficulties a child with additional learning needs may experience.
- reading, writing, number work
- understanding information
- expressing themselves or understanding what others are saying
- making friends or relating to adults
- behaving appropriately at school
- organising themselves
- difficulty in hearing, seeing, or moving around which may affect their learning
One of the principles of the ALN Code is inclusive education where children and young people are supported to participate fully in mainstream education, wherever feasible, and a whole-setting approach is taken to meet the needs of learners with ALN.
The Additional Learning Needs and Education Tribunal Act (2018) says that a child or young person aged 3 to 16 years has Additional Learning Needs if he or she:
- has a significantly greater difficulty in learning than the majority of others of the same age or
- has a disability which prevents or hinders him or her from making use of facilities for education or training of a kind generally provided for others of the same age
A child under compulsory school age (0 to 3 years) has a learning difficulty or disability if he or she is accessing additional learning provision (for children under 3 this means educational provision of any kind).
The new ALN system puts the learner at the heart of everything that happens, and schools, colleges and local authorities must take a person-centred approach to planning for and supporting children and young people. This means that the views, wishes and feelings of children/young people and their parents must be considered at all stages by giving them a voice in the way children’s needs are identified, assessed and supported throughout their time in schools and settings.
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