Early intervention and partnership working

Ymyrryd yn gynnar a gweithio mewn partneriaeth

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Completing paperwork

Offering intervention to children and young people ensures inclusive practice so that children can participate in activities and experiences. The intervention may be one which can be arranged between the parent/carer and practitioner or at other times external relationship advice will be needed.

Any intervention should occur as soon as possible in order to ensure the best support in terms of children's health, well-being, learning and development. All those working with children must be aware of their norms in order to identify additional needs. Plans should also be shared with parents/carers before taking the necessary steps to meet the children's needs.

Children should not be referred without seeking the consent of parents/carers unless the child's well-being is under threat.

There are a number of specific steps to follow when referring a child:

Step 1: The child's teacher identifies and records their concerns. Discussions are held with the parents and actioned in the classroom.

Step 2: The AEN coordinator becomes involved in the process, creating an IEP after consulting with the child's parents.

Step 3: Specialist advice may be needed at this stage, and a new IEP may be produced. A review meeting is held. It is decided whether to ask the LEA to conduct a statutory assessment.

Step 4: Consult with the LEA and perhaps conduct a multi-profession assessment.

Step 5: The LEA considers the information gathered as part of the assessment and produces an AEN statement based on the information (Beaver et al, 2007, p.642).

(Beaver et al. 2007. Babanod a Phlant Ifanc. Cardiff: UWIC)

Mae cynnig ymyrraeth i blant a phobl ifanc yn sicrhau arfer gynhwysol fel bod pob plentyn yn medru cymryd rhan mewn gweithgareddau a phrofiadau. Efallai bydd yr ymyrraeth yn un y gellir ei drefnu rhwng y rhiant/gofalwr â’r ymarferwr neu ar adegau eraill bydd angen cyngor cydberthnasau allanol.

Dylai unrhyw ymyrraeth ddigwydd cyn gynted ag y bo modd er mwyn sicrhau’r gefnogaeth orau o ran iechyd, llesiant a dysgu a datblygiad plant. Mae’n hanfodol bod pawb sy’n gweithio gyda phlant yn ymwybodol o’u normau i fedru adnabod anghenion ychwanegol. Dylid hefyd rannu’r cynlluniau gyda rhieni/gofalwyr gan yna gymryd y camau angenrheidiol i ateb anghenion y plentyn.

Ni ddylid cyfeirio plentyn heb dderbyn caniatâd oddi wrth rieni/gofalwr oni bai bod lles y plentyn o dan fygythiad.

Mae nifer o gamau penodol i’w dilyn pan yn cyfeirio plentyn:

Cam 1: Mae athro’r plentyn yn adnabod ac yn cofnodi eu pryderon. Cynhelir trafodaethau â’r rhieni a gweithredir yn ymarferol yn y dosbarth.

Cam 2: Mae’r cydgysylltwr anghenion addysgol ychwanegol yn dod yn rhan o’r broses, gan greu Cynllun Addysg Unigol (IEP - Individual Education Plan) ar ôl ymgynghori â rhieni’r plentyn.

Cam 3: Efallai bydd angen cyngor arbenigol yn y cam hwn, ac mae’n bosibl y cynhyrchir cynllun addysg unigol newydd. Cynhelir cyfarfod adolygu. Penderfynir a ddylid gofyn i’r Awdurdod Addysg Leol (AALl) wneud asesiad statudol.

Cam 4: Ymgynghori gyda’r AALl ac o bosib cynhelir asesiad amlbroffesiwn.

Cam 5: Mae’r AALl yn ystyried yr wybodaeth a gasglwyd o’r asesiad ac yn llunio Datganiad Anghenion Addysgol Ychwanegol ar sail y wybodaeth (Beaver et al, 2007, tud 642).

(Beaver et al. 2007. Babanod a Phlant Ifanc. Caerdydd: UWIC)

Early intervention and partnership working

Drag the actions into the correct order.

Ymyrryd yn gynnar a gweithio mewn partneriaeth

Llusgwch y camau gweithredu i’r drefn gywir.

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