Legal frameworks

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Completing paperwork

Over the years, legislation has given children and young people with additional needs more rights and it is important that childcare workers are aware of these.

The United Nations Convention on the Rights of the Child (UNCRC)

An international document that protects the rights of every child under 18, including the right to education that encourages the holistic development of children. It also emphasises that the rights in the document should apply to every child without discrimination. The United Kingdom accepted the document and made it legally binding in 1991. The Convention includes 54 articles and articles 1 to 42 state how children should be treated. Articles 43-45 refer to the way adults and governments should work together to ensure that every child is afforded their rights.

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The Disability Discrimnation Act 1995

The Disability Discrimination Act 1995 was amended by the Special Learning Needs and Disability Act 2001 in order to include education in schools. The amendments placed a duty on schools to avoid discrimination against disabled pupils or future disabled pupils on the basis of their disability.

http://bit.ly/2Lnc4M0

The Special Learning Needs and Disability Act 2001

Parts of the act have been amended (to include education providers) and also to include the Education Act 1996. The act prohibits any situations where disabled children are treated less favourably than others. Organisations need to make amendments (provide aids) to ensure that disabled children are not at a disadvantage. Local authorities and schools need to make better plans with regard to access for disabled children. Early years providers need to formulate a written policy for Special Learning Needs and to ensure that staff attend relevant training.

http://bit.ly/2LUCR1r

Special Educational Needs Code of Practice for Wales 2002

The main purpose of this Code is to break down the barriers that children face with regard to accessing education. The basic principle is that the needs of children with special educational needs should be met. In order to operate effectively, it is essential that schools give children with special educational needs effective support. Generally, the Code aims to provide clearer guidelines for early years education providers, primary school and secondary school teachers, local education authorities, families/carers, and all those who are associated with workplaces who provide for the special educational needs of children.

http://bit.ly/2JKB3Wb

Racial Equality Act (Amendment) 2000

The Racial Equality Act 2000 includes changes to the Race Relations Act 1976 and places a statutory duty on public bodies to promote racial equality, good relationships between different ethnic groups and to display effective methods of promoting anti-discrimination. In 2003, regulations were included to prohibit certain types of discrimination on the basis of faith.

Equality Act 2010

A combination of the Acts based on equality. The aim is to create consistency and to ensure that the act is easier to follow in order to create a fairer society.

http://bit.ly/2LmElCr

Education Act 1996

Following the introduction of the Special Educational Needs Code of Practice, schools are required to develop Special Educational Needs policies and to appoint a Additional Learning Needs Co-ordinator (ALNCo) to identify and assess special educational needs, keep a register of children with special educational needs and work closely with parents/carers and other professionals.

It was revised in 2001 (Special Educational Needs Code of Practice 2001) to include private nurseries, accredited childminders and other groups.

http://bit.ly/2Lp1FQ0

Children Act 2004

A core legal agenda from 'Every Child Matters' which aims to support and provide all possible opportunities for every child to (i) be healthy (ii) enjoy and achieve (iii) make a positive contribution (v) maintain economic well-being. Its aim is to identify and protect vulnerable children in society.

http://bit.ly/2GfsMbP

Dros y blynyddoedd mae llawer o ddeddfwriaeth wedi rhoi mwy o hawliau i blant a phobl ifanc sydd ag anghenion ychwanegol ac mae’n bwysig bod gweithwyr gofal plant yn ymwybodol o’r rhain.

Confensiwn y Cenhedloedd Unedig ar Hawliau’r Plentyn (CCUHP)

Dogfen gydwladol sy’n diogelu hawliau pob plentyn dan 18 oed, gan gynnwys yr hawl i addysg mewn modd a fydd yn annog datblygiad cyfannol plant. Mae hefyd yn pwysleisio dylai’r hawliau yn y ddogfen fod i bob plentyn heb wahaniaethu. Roedd y Deyrnas Unedig wedi derbyn y ddogfen a’i chyfreithloni yn 1991. Mae 54 o erthyglau yn y Confensiwn ac mae erthyglau 1 i 42 yn nodi sut y dylai plant gael eu trin. Mae Erthyglau 43-45 yn ymwneud â sut y dylai oedolion a llywodraethau weithio gyda’i gilydd i sicrhau bod pob plentyn yn cael eu hawliau.

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Deddf Gwahaniaethu ar Sail Anabledd 1995

Cafodd Deddf Gwahaniaethu ar Sail Anabledd 1995 ei diwygio gan Ddeddf Anghenion Dysgu Arbennig ac Anabledd 2001 er mwyn cynnwys addysg mewn ysgolion. Rhoddodd y diwygiadau ddyletswydd ar ysgolion i beidio â gwahaniaethu yn erbyn disgyblion neu ddarpar ddisgyblion anabl ar sail anabledd.

http://bit.ly/2LXuSAH

Deddf Anghenion Dysgu Arbennig ac Anabledd 2001

Mae rhannau o’r ddeddf wedi cael eu diwygio (i gynnwys darparwyr addysg) a hefyd i gynnwys Deddf Addysg 1996. Mae’r ddeddf yn gwahardd trin plant anabl yn llai ffafriol nag eraill. Angen i sefydliadau wneud addasiadau (darparu cymhorthion) i atal plant anabl rhag bod dan anfantais. Angen i'r awdurdodau lleol ac ysgolion i gynllunio mwy ar gyfer mynediad i blant anabl. Angen i ddarparwyr blynyddoedd cynnar gael polisi ysgrifenedig ar gyfer Anghenion Dysgu Arbennig ac i wneud yn siŵr bod staff yn mynychu hyfforddiant perthnasol.

http://bit.ly/2LUCR1r

Cod Ymarfer Anghenion Addysgol Arbennig Cymru 2002

Prif ddiben y Cod hwn yw symud y rhwystrau sy’n atal plant rhag cymryd rhan mewn addysg. Yr egwyddor sylfaenol yw y dylid diwallu anghenion plant sydd ag anghenion addysgol arbennig. Er mwyn gweithredu’n effeithiol, mae’n hanfodol bod ysgolion yn rhoi cymorth effeithiol i blant sydd ag anghenion addysgol arbennig. Yn gyffredinol, bwriad y Cod yw rhoi canllawiau cliriach ar gyfer darparwyr addysg blynyddoedd cynnar, athrawon ysgolion cynradd ac ysgolion uwchradd, awdurdodau addysg leol, teuluoedd/gofalwyr, a phawb sydd â rhan yn y gweithle ddarparu ar gyfer anghenion addysgol arbennig plant.

http://bit.ly/2ZfkOak

Deddf Cydraddoldeb Hiliol (Gwelliant) 2000

Mae’r Ddeddf Cydraddoldeb Hiliol 2000 yn cynnwys newidiadau i’r Ddeddf Cydraddoldeb Hiliol 1976 ac yn gosod dyletswydd statudol ar gyrff cyhoeddus i hybu cydraddoldeb hiliol, perthnasau da rhwng gwahanol grwpiau ethnig ac i ddangos dulliau effeithiol o hybu gwrth wahaniaethu. Yn 2003 ychwanegwyd rheoliadau i wahardd rhai ffurfiau o anffafriaeth oherwydd ffydd unigolion.

Deddf Cydraddoldeb 2010

Cyfuniad o’r Deddfau sy’n seiliedig ar gydraddoldeb. Y nod yw creu cysondeb a gwneud y ddeddf yn rhwyddach i’w dilyn er mwyn creu cymdeithas fwy teg.

http://bit.ly/2Y5Rbe8

Deddf Addysg 1996

Wedi cyflwyno Cod Ymarfer Anghenion Addysgol Arbennig daw angen i ysgolion ddatblygu polisi Anghenion Addysg Arbennig a phenodi Cydlynydd Anghenion Dysgu Ychwanegol (CADY) i adnabod ac i asesu anghenion addysg arbennig, cadw cofrestr o blant sydd ag anghenion addysg arbennig a gweithio’n agos gyda rhieni/gofalwyr a phobl broffesiynol eraill.

Wedi ei newid yn 2001 (Cod Ymarfer Anghenion Addysgol Arbennig 2001) i gynnwys meithrinfeydd preifat, gwarchodwyr plant achrededig a grwpiau eraill.

http://bit.ly/2Lp1FQ0

Deddf Plant 2004

Agenda cyfreithiol creiddiol o ‘Every Child Matters’ sy’n anelu at roi cefnogaeth a phob cyfle posib i bob plentyn i (i) gadw’n iach (ii) mwynhau a llwyddo (iii) gwneud cyfraniad cadarnhaol (v) cyrraedd lles economaidd. Ei nod yw adnabod a diogelu plant sydd yn agored i niwed o fewn y gymdeithas.

http://bit.ly/2LWWPsy

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Legal frameworks

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