Types of additional support needs

Mathau o anghenion cymorth ychwanegol

Hearing aid

Many children will need additional support at some stage in their lives. This might be to support them to participate in activities or to reach their potential in school. A child is considered to have additional support needs if they require more support than is normally expected for their age and stage of development.

This support may be long or short term and could be due to a number of factors:

  • illness
  • physical disability or injury
  • health needs
  • speech and language disorder or delay
  • Down’s Syndrome
  • Dyslexia
  • gifted and talented
  • English as an additional language
  • selective mutism
  • hearing impairment
  • visual impairment
  • ADHD/Autism
  • family circumstances e.g. being a carer, traveller background, looked after by the local authority
  • social and emotional factors e.g. bereavement, experiencing bullying
  • behaviour difficulties.

Bydd angen cymorth ychwanegol ar lawer o blant ar ryw adeg yn eu bywydau. Gallai hyn fod er mwyn eu helpu i gymryd rhan mewn gweithgareddau neu wireddu eu potensial yn yr ysgol. Ystyrir bod gan blentyn anghenion cymorth ychwanegol os oes angen mwy o gymorth arno nag a ddisgwylir fel arfer ar gyfer ei oedran a'i gam datblygu.

Gall y cymorth hwn fod yn fyrdymor neu'n hirdymor a gallai fod o ganlyniad i nifer o ffactorau:

  • salwch
  • anaf neu anabledd corfforol
  • anghenion iechyd
  • anhwylder neu oedi o ran iaith a lleferydd
  • Syndrom Down
  • Dyslecsia
  • dawnus a thalentog
  • Saesneg fel iaith ychwanegol
  • mudandod dewisol
  • nam ar y clyw
  • nam ar y golwg
  • ADHD/Awtistiaeth
  • amgylchiadau teulu, e.e. bod yn ofalwr, cefndir teithwyr, derbyn gofal gan yr awdurdod lleol
  • ffactorau cymdeithasol ac emosiynol, e.e. profedigaeth, profiad o fwlio
  • anawsterau ymddygiad.

Types of additional support needs

Choose additional support/strategies that could contribute to helping a child with the following needs

Mathau o anghenion cymorth ychwanegol

Dewiswch gymorth/strategaethau ychwanegol a allai gyfrannu at helpu plentyn â'r anghenion canlynol

Principles of inclusion for children with additional support needs

Egwyddorion cynhwysiant i blant ag anghenion cymorth ychwanegol

Mother and disabled child

Inclusion means that all children, regardless of background, ability (physical or academic) or culture, are able to access and participate in any service in the same way. This includes children with additional support needs. Each child is recognised as an individual who has specific strengths and needs and there is a positive attitude to overcoming barriers with support given.

Professionals, carers and parents working together ensures children are able to participate in all activities and experiences in a meaningful way and to the full extent of their abilities with any necessary adaptations to equipment and activities made.

The rights of each child in the setting are respected and a sense of belonging fostered.

The 7 aims of the Foundation Phase in Wales support inclusion for all children and ensure that they:

  • have a flying start in life and the best possible basis for their future growth and development
  • have access to a comprehensive range of education, training and learning opportunities, including acquisition of essential personal and social skills
  • enjoy the best possible physical and mental, social and emotional health, including freedom from abuse, victimisation and exploitation
  • have access to play, leisure, sporting and cultural activities
  • are listened to, treated with respect, and are able to have their race and cultural identity recognised
  • have a safe home and a community that supports physical and emotional well-being
  • are not disadvantaged by any type of poverty.

The Foundation Phase states ‘Settings/schools must work to reduce environmental and social barriers to inclusion and offer opportunities for all children to achieve their full potential in preparation for further learning and life.’

‘Settings/schools should seek advice regarding reasonable adjustments, alternative/adapted activities and appropriate equipment and resources, which may be used to support the full participation of all children including those who use a means of communication other than speech.’ (https://bit.ly/2WaW3gU)

Article 23 of the United Nations Convention on the Rights of the Child supports inclusion for children and young people with a disability:

All children and young people have the right to be safe and happy. When a child or young person has a disability, people should make sure it does not get in the way of this. They should do this no matter what that disability is.

Children and young people should be cared for in a way that takes any disabilities they have into account, and should be taught at school in a way that understands their disability.

People shouldn't treat a child or young person badly because of their disability. They shouldn't stop them from doing things they want to do, and shouldn't try to take away their rights.

Children and young people with disabilities should:

  • be able to join in with activities, and their disability shouldn't stop them from taking part
  • be able to join in and feel included at school
  • get special care if they need it
  • be able to choose what they do, and have a say in choices about their lives.

Inclusion has benefits for both the child with additional support needs and other children who learn to respect diversity and difference and to show sensitivity and understanding towards others.

Mae cynhwysiant yn golygu y gall pob plentyn, ni waeth beth fo'i gefndir, ei allu (corfforol neu academaidd) neu ei ddiwylliant, gael gafael ar unrhyw wasanaeth a chymryd rhan ynddo yn yr un ffordd. Mae hyn yn cynnwys plant ag anghenion cymorth ychwanegol. Cydnabyddir bod pob plentyn yn unigolyn sydd â chryfderau ac anghenion penodol ac mae agwedd gadarnhaol er mwyn goresgyn rhwystrau gyda'r cymorth a roddir.

Mae cydweithio rhwng gweithwyr proffesiynol, gofalwyr a rhieni yn sicrhau y gall plant gymryd rhan ym mhob gweithgaredd a phrofiad mewn ffordd ystyrlon a hyd eithaf eu galluoedd gydag unrhyw addasiadau angenrheidiol wedi'u gwneud i gyfarpar a gweithgareddau.

Caiff hawliau pob plentyn yn y lleoliad eu parchu a chaiff ymdeimlad o berthyn ei feithrin.

Mae 7 nod y Cyfnod Sylfaen yng Nghymru yn cefnogi cynhwysiant i bob plentyn ac yn sicrhau eu bod:

  • yn cael dechrau teg mewn bywyd a'r sylfaen orau posibl ar gyfer eu twf a'u datblygiad yn y dyfodol
  • yn cael mynediad at amrywiaeth gynhwysfawr o addysg, cyfleoedd hyfforddiant a dysgu, gan gynnwys caffael sgiliau personol a chymdeithasol hanfodol
  • yn mwynhau'r iechyd corfforol a meddyliol, cymdeithasol ac emosiynol gorau posibl, gan gynnwys rhyddid rhag camdriniaeth, erledigaeth ac ecsbloetiaeth
  • yn cael mynediad at weithgareddau chwarae, hamdden, chwaraeon a diwylliannol
  • yn cael eu clywed, eu trin â pharch a bod eu hil a’u hunaniaeth ddiwylliannol yn cael eu cydnabod
  • yn cael cartref diogel a chymuned sy’n cefnogi eu llesiant corfforol ac emosiynol
  • ddim o dan anfantais oherwydd unrhyw fath o dlodi.

Mae'r Cyfnod Sylfaen yn nodi bod ‘Rhaid i leoliadau/ysgolion weithio i leihau rhwystrau amgylcheddol a chymdeithasol i gynhwysiant a darparu cyfleoedd i bob plentyn fel eu bod yn cyflawni eu potensial yn llawn wrth baratoi ar gyfer addysg bellach a bywyd.’

‘Dylai lleoliadau/ysgolion geisio cyngor ynglŷn ag addasiadau rhesymol, gweithgareddau amgen/addasedig ac offer ac adnoddau priodol y gellir eu defnyddio i gefnogi cyfranogiad llawn pob plentyn, gan gynnwys rhai sy’n defnyddio dull arall o gyfathrebu heblaw am iaith lafar.’ (https://bit.ly/2Wl7dzW)

Mae Erthygl 23 o Gonfensiwn y Cenhedloedd Unedig ar Hawliau'r Plentyn yn cefnogi cynhwysiant i blant a phobl ifanc ag anabledd:

Mae gan bob plentyn a pherson ifanc hawl i fod yn ddiogel ac yn hapus. Pan fydd gan blentyn neu berson ifanc anabledd, dylai pobl sicrhau nad yw'n rhwystro'r hawl hon. Dylent wneud hyn ni waeth beth yw'r anabledd.

Dylid gofalu am blant a phobl ifanc mewn ffordd sy'n ystyried unrhyw anableddau sydd ganddynt, a dylent gael eu haddysgu yn yr ysgol mewn ffordd sy'n deall eu anabledd.

Ni ddylai pobl drin plentyn neu berson ifanc yn wael oherwydd ei anabledd. Ni ddylent ei rwystro rhag gwneud pethau y mae am eu gwneud, ac ni ddylent geisio mynd â'u hawliau oddi arnynt.

Dylai plant a phobl ifanc ag anableddau:

  • gallu ymuno â gweithgareddau, ac ni ddylai eu hanabledd eu rhwystro rhag cymryd rhan
  • gallu ymuno a theimlo eu bod yn cael eu cynnwys yn yr ysgol
  • cael gofal arbennig os bydd ei angen arnynt
  • gallu dewis beth i'w wneud, a chael llais mewn dewisiadau ynglŷn â'u bywydau.

Mae gan gynhwysiant fuddiannau i'r plentyn ag anghenion cymorth ychwanegol ac i blant eraill sy'n dysgu sut i barchu amrywiaeth a gwahaniaeth a dangos sensitifrwydd a dealltwriaeth tuag at bobl eraill.

How to adapt the environment and activities to enable all children and young people to take part

Sut i addasu'r amgylchedd a gweithgareddau er mwyn galluogi pob plentyn a pherson ifanc i gymryd rhan

Child in classroom

Adaptations to the environment support the inclusion of all children.

Possible adaptations include:

  • visual props for children with hearing difficulties
  • consider noise levels for children with concentration or hearing difficulties
  • minimise distractions to concentration e.g. for children with ADHD
  • good lighting for children with visual difficulties
  • specialist equipment e.g. bikes/chairs with support
  • modifying existing equipment and the way it is used
  • removing barriers to mobility e.g. providing ramps, widen doorways
  • arrange equipment and furniture in a way that makes it easy to move around for children using wheelchairs and specialist mobility equipment
  • use talking books/puppets
  • large letters/pictures for children with visual difficulties
  • sensory materials
  • adapting height of equipment, such as sand and water trays or having them on the floor to enable access.

Mae addasiadau i'r amgylchedd yn helpu i gynnwys pob plentyn.

Ymhlith yr addasiadau posibl mae:

  • propiau gweledol i blant ag anawsterau clywed
  • ystyried lefelau sŵn i blant ag anawsterau canolbwyntio neu glywed
  • sicrhau bod cyn lleied â phosibl o bethau'n tarfu ar y gallu i ganolbwyntio, e.e. i blant ag ADHD
  • goleuo da i blant ag anawsterau gweledol
  • cyfarpar arbenigol e.e. beiciau/cadeiriau â chymorth
  • addasu cyfarpar sydd eisoes ar waith a'r ffordd y caiff ei ddefnyddio
  • chwalu rhwystrau symudedd, e.e. darparu rampiau, lledu drysau
  • trefnu cyfarpar a dodrefn mewn ffordd sy'n ei gwneud hi'n haws i blant sy'n defnyddio cadeiriau olwyn a chyfarpar symudedd arbenigol symud o gwmpas
  • defnyddio llyfrau llafar/pypedau
  • lluniau/llythrennau mawr i blant ag anawsterau gweledol
  • deunyddiau synhwyraidd
  • addasu uchder cyfarpar, fel hambyrddau tywod a dŵr neu eu gosod ar y llawr er mwyn i bawb allu eu cyrraedd.

How to adapt the environment and activities

Drag the words to the correct spaces.

Sut i addasu'r amgylchedd a gweithgareddau

Llusgwch y geiriau i'r bylchau cywir.

Your Answers

Adaptations to the environment support the inclusion of all children.

Possible adaptations include:

  • visual props for children with hearing difficulties
  • consider noise levels for children with concentration or hearing difficulties
  • minimise distractions to concentration e.g. for children with ADHD
  • good lighting for children with visual difficulties
  • specialist equipment e.g. bikes/ chairs with support
  • removing barriers to mobility e.g providing ramps, widen doorways
  • arrange equipment and furniture in a way that makes it easy to move around for children using wheelchairs and specialist mobility equipment .
  • adapting height of equipment, such as sand and water trays or having them on the floor to enable access.

Correct answers

Adaptations to the environment support the inclusion of all children.

Possible adaptations include:

  • visual props for children with hearing difficulties
  • consider noise levels for children with concentration or hearing difficulties
  • minimise distractions to concentration e.g. for children with ADHD
  • good lighting for children with visual difficulties
  • specialist equipment e.g. bikes/ chairs with support
  • removing barriers to mobility e.g providing ramps, widen doorways
  • arrange equipment and furniture in a way that makes it easy to move around for children using wheelchairs and specialist mobility equipment.
  • adapting height of equipment, such as sand and water trays or having them on the floor to enable access.

Eich ateb

Mae addasiadau i'r amgylchedd yn helpu i gynnwys pob plentyn.

Ymhlith yr addasiadau posibl mae:

  • propiau gweledol i blant ag anawsterau clywed
  • ystyried lefelau sŵn i blant ag anawsterau canolbwyntio neu glywed
  • sicrhau bod cyn lleied â phosibl o bethau'n tarfu ar y gallu i ganolbwyntio, e.e. i blant ag ADHD
  • goleuo da i blant ag anawsterau gweledol
  • cyfarpar arbenigol e.e. beiciau/cadeiriau â chymorth
  • chwalu rhwystrau symudedd, e.e. darparu rampiau, lledu drysau
  • trefnu cyfarpar a dodrefn mewn ffordd sy'n ei gwneud hi'n haws i blant sy'n defnyddio cadeiriau olwyn a chyfarpar symudedd arbenigol symud o gwmpas
  • addasu uchder cyfarpar, fel hambyrddau tywod a dŵr neu eu gosod ar y llawr er mwyn i bawb allu eu cyrraedd.

Atebion cywir

Mae addasiadau i'r amgylchedd yn helpu i gynnwys pob plentyn.

Ymhlith yr addasiadau posibl mae:

  • propiau gweledol i blant ag anawsterau clywed
  • ystyried lefelau sŵn i blant ag anawsterau canolbwyntio neu glywed
  • sicrhau bod cyn lleied â phosibl o bethau'n tarfu ar y gallu i ganolbwyntio, e.e. i blant ag ADHD
  • goleuo da i blant ag anawsterau gweledol
  • cyfarpar arbenigol e.e. beiciau/cadeiriau â chymorth
  • chwalu rhwystrau symudedd, e.e. darparu rampiau, lledu drysau
  • trefnu cyfarpar a dodrefn mewn ffordd sy'n ei gwneud hi'n haws i blant sy'n defnyddio cadeiriau olwyn a chyfarpar symudedd arbenigol symud o gwmpas
  • addasu uchder cyfarpar, fel hambyrddau tywod a dŵr neu eu gosod ar y llawr er mwyn i bawb allu eu cyrraedd.