The difference that effective support can make to children with additional needs and their families/carers.

Y gwahaniaeth gall cymorth effeithiol ei wneud i blant ag anghenion ychwanegol a'u teuluoedd/gofalwyr

A student with additional learning needs being helped in the classsroom

Children with additional needs have the right to work alongside other children, therefore settings will need to adapt the environment to offer universal provision. To do this effectively we need to learn about the children's additional support needs as early as possible through holding discussions with parents /carers, the health sector and other agencies.

Childcare workers need to work in a way that ensures the inclusion and participation of all children, including those with additional needs which include physical disabilities, learning disabilities, autism, additional health needs or sensory impairment.

The childcare worker must consider the needs of each child, not just their individual stages of development and interests, but also any additional support needs they may have. It is important that the child's needs are considered holistically, rather than being defined by their needs. Childcare workers will understand that effective support can make a big difference to the lives of children with additional needs and their families/carers.

Settings have a duty to inform parents/carers of incidents involving their children and their views must be fully considered as they play a key role in their children's education. By working in partnership with parents/carers childcare workers can get to know more about the children's needs and how they are supported in the home.

Childcare workers should always demonstrate inclusive practice, adapting the way they communicate with children with additional support needs. Children should be given fair access to a cross-section of activities in order to contribute to their growth, development and well-being. Childcare workers' responses and positive actions towards children with additional needs will be a good example to colleagues, families and other children as they will see the person as a positive role model who places the child at the centre of all actions.

We all need to work together successfully with the aim of meeting the needs of the children and their families. It is important to be courteous and respectful when considering the feelings of others and will in turn instil trust. The childcare worker must be friendly but also professional in dealing with issues with children with additional needs and their families. This will develop everyone's understanding and confidence and lead to successful outcomes.

The voice of the child must be listened to, and in a situation where children are unable to respond themselves, adults will have a duty to consider their views and interests when making plans for them. Children's views should be taken into account when monitoring and reviewing plans to support their additional support needs, even if they are unable to communicate verbally. Records of observations will help childcare workers evaluate the effectiveness of the help and support provided.

Positive attitudes towards children with additional needs and their families are essential. We must 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. Any plans should be monitored and reviewed to evaluate the effectiveness of child support, and to identify any progress made. Everyone in the team should be involved in the process of monitoring and reviewing the plans. It is also important to involve parents/carers and any agencies or professionals involved with the child such as a physiotherapists and occupational therapists in this process.

As a result of receiving effective support, children with additional needs will be able to live full lives and be part of society and this will have a positive impact on the children and their families. The United Nations Convention states that individuals with disabilities must have the opportunity to:

  • live independently
  • be included in the community
  • choose where they live and with whom they live
  • be able to access home, residential and community based support services
  • have access to affordable personal mobility aids
  • have access to mobility skills training
  • have the right to equal opportunity to be a parent, to marry and to raise a family
  • have access to reproduction education and family planning services.

Mae gan blant ag anghenion ychwanegol yr hawl i weithio ochr yn ochr â phlant eraill, felly bydd angen i leoliadau addasu’r amgylchedd er mwyn cynnig darpariaeth sy’n addas i bawb. Er mwyn gwneud hyn yn effeithiol mae angen dysgu am anghenion cymorth ychwanegol y plant mor gynnar â phosib trwy drafod gyda rhieni/gofalwyr, y sector iechyd ac asiantaethau eraill.

Mae angen i weithwyr gofal plant weithio mewn ffordd sy’n sicrhau cynhwysiant a chyfranogiad pob plentyn, gan gynnwys y rhai ag anghenion ychwanegol sy’n cynnwys anableddau corfforol, anableddau dysgu, awtistiaeth, anghenion iechyd ychwanegol neu nam ar y synhwyrau.

Rhaid i’r gweithiwr gofal plant ystyried anghenion pob plentyn, nid dim ond eu camau datblygiad a'u diddordebau unigol, ond hefyd unrhyw anghenion cymorth ychwanegol sydd ganddynt. Mae'n bwysig bod gofynion y plentyn yn cael eu hystyried yn gyfannol, yn hytrach na chael eu ddiffinio gan ei anghenion. Bydd gweithwyr gofal plant yn deall y gall cymorth effeithiol wneud gwahaniaeth mawr i fywydau plant ag anghenion ychwanegol a’u teuluoedd/gofalwyr.

Mae dyletswydd ar leoliadau i hysbysu rhieni/gofalwyr am ddigwyddiadau sy’n ymwneud â’u plant a rhaid ystyried eu barn yn llawn gan fod ganddynt rôl allweddol yn addysg eu plant. Drwy weithio mewn partneriaeth â rhieni/gofalwyr gall gweithwyr gofal plant ddod i adnabod mwy am anghenion y plant a sut maent yn cael eu cefnogi yn y cartref.

Dylai gweithwyr gofal plant bob amser arddangos ymarfer cynhwysol gan addasu'r ffordd maent yn cyfathrebu â phlant ag anghenion cymorth ychwanegol. Dylid sicrhau bod y plant yn cael pob tegwch a mynediad at drawstoriad o weithgareddau er mwyn cyfrannu tuag at eu twf, datblygiad a’u lles. Bydd ymatebion a gweithredoedd cadarnhaol y gweithwyr gofal plant tuag at blant ag anghenion ychwanegol yn esiampl dda i gydweithwyr, teuluoedd/gofalwyr a phlant eraill a fydd yn ystyried y person yn fodel rôl bositif sy’n ystyried y plentyn yn ganolog i bob gweithred.

Mae angen i bawb weithio gyda’i gilydd yn llwyddiannus gyda’r nod o ddiwallu anghenion y plant a’u teuluoedd/gofalwyr. Mae’n bwysig bod yn gwrtais a dangos parch gan ystyried teimladau eraill a bydd yn ei dro yn ennyn ymddiriedaeth. Rhaid bod yn gyfeillgar ond hefyd yn broffesiynol wrth ddelio gyda materion sy’n ymdrin â phlant sydd ag anghenion ychwanegol a’u teuluoedd/gofalwyr. Bydd hyn yn datblygu dealltwriaeth a hyder pawb ac yn arwain at ganlyniadau llwyddiannus.

Rhaid gwrando ar lais y plentyn, ac mewn sefyllfa ble na fydd plant yn medru ymateb eu hunain, bydd dyletswydd gan oedolion i ystyried eu safbwyntiau a’u diddordebau wrth wneud cynlluniau drostynt. Dylid ystyried barn plant wrth fonitro ac adolygu cynlluniau i gefnogi eu hanghenion cymorth ychwanegol, hyd yn oed os nad ydynt yn gallu cyfathrebu ar lafar. Bydd cofnodion o arsylwadau yn gymorth i weithwyr gofal plant werthuso effeithiolrwydd y cymorth a’r gefnogaeth a ddarparwyd.

Mae agweddau cadarnhaol tuag at blant ag anghenion ychwanegol a’u teuluoedd/gofalwyr yn hanfodol. Rhaid sicrhau bod pawb sy’n darparu cefnogaeth i’r plentyn a’i deulu/gofalwyr yn deall ei hawliau, a deall bod gan bob teulu/gofalwr ei anghenion a'i amgylchiadau ei hun. Dylai unrhyw gynlluniau gael eu monitro a’u hadolygu er mwyn gwerthuso effeithiolrwydd y cymorth i blant, ac i nodi unrhyw gynnydd. Dylai pawb yn y tîm gyfrannu at fonitro ac adolygu’r cynlluniau. Mae’n bwysig hefyd cynnwys rhieni/gofalwyr ac unrhyw asiantaethau neu bobl broffesiynol sy’n ymwneud â’r plentyn megis ffisiotherapydd a therapydd galwedigaethol yn y broses hon.

Wrth gael y cymorth effeithiol bydd plant ag anghenion ychwanegol yn medru byw bywyd llawn a bod yn rhan o’r gymdeithas a bydd hyn yn cael effaith bositif ar y plant a’u teuluoedd/gofalwyr. Mae Confensiwn y Cenhedloedd Unedig yn nodi bod rhaid i unigolion ag anableddau gael cyfle i wneud y canlynol:

  • byw'n annibynnol
  • cael eu cynnwys yn y gymuned
  • dewis ble i fyw a gyda phwy
  • gallu sicrhau mynediad at wasanaethau cymorth yn y cartref, ar ffurf breswyl ac yn y gymuned
  • gallu cael gafael ar gymhorthion symudedd personol fforddiadwy
  • gallu cael hyfforddiant mewn sgiliau symudedd
  • bod â’r hawl i gyfle cyfartal i fod yn rhiant, i briodi ac i fagu teulu
  • gallu cael addysg atgynhyrchu a chynllunio teulu.

Reflecting on your experience, beliefs and values and the impact they have on practice

Myfyrio ar eich profiad, credoau a gwerthoedd a’r effaith ar ymarfer

Meeting with a child and their parents

To be an effective childcare worker you need to work in a way that allows for reflection on the practice. This will enhance and develop the service for children with additional needs and their families.

This means that childcare workers will learn from their experiences, critically analyse their practice and change it if necessary. Childcare workers can carry out realistic and consistent assessments to review their practice and see if it closely matches their responsibilities.

Childcare workers should have developed a detailed understanding of the areas of children's development and learning, taking into consideration that their efforts will have a significant impact on children in their care. When working with children with additional needs, their disability will need to be taken into account in order to meet their needs effectively. They will need careful planning and a centralized approach as each child is different and needs an individual development plan.

Childcare workers need to give sufficient time to the families, by giving them a warm welcome to the setting and showing them respect. This will lead to a good relationship between the home and care setting. There will be regular contact with parents/carers of children with additional needs so a friendly and professional attitude will be needed between them and other staff and professionals.

Childcare workers must be professional whilst consulting with more experienced members of staff or other professionals. Being a team member means that support is available. Attending meetings regularly and undertaking appropriate training will lead to professional development. Being punctual and organized will contribute to professional practice.

The childcare worker's attitude and behaviour are important when dealing with children with additional needs in their care. Children respect the adults who care for them so a positive attitude will make the children feel good about themselves and the setting. On the other hand a negative attitude will give children the feeling of being rejected and worthless. The way in which the childcare worker responds to the needs of children with additional needs and their families can therefore have a positive or negative impact on them. Children and young people develop if the environment is positive. The environment can be positive and inclusive whilst respecting everyone's values and way of life. It is important that the children see the childcare worker as a person who treats them with respect and shows an interest in them and the world around them.

Good practice whilst working with children with additional needs and their families:

  • provide children with opportunities to make choices that will affect their environment allowing them to take ownership of their play space and feel comfortable
  • do everything possible to ensure that all children are treated fairly
  • provide children with opportunities to develop and achieve according to their ability
  • do not create negative images of children/young people and their families and take time to talk to them and get to know them
  • there are different approaches to parenting and families will have different views and beliefs on how to do this. This should be respected, whatever the personal opinion of the childcare worker
  • positive behaviour needs to be promoted amongst staff, children, young people and their families
  • the language choice of children and their families must be respected and a child will not feel confident if forced to use a different language whether verbal or non-verbal
  • in displaying positive attitudes children and families will feel valued and encourage feelings of self-worth
  • displaying a negative attitude towards children and their families will make them feel worthless and reduce their self-esteem
  • assumptions about children and their families that would affect children's ability to achieve fully and that would make families feel dissatisfied with the setting should not be made
  • children need to be given opportunities to undertake a variety of challenging activities with elements of risk, without undermining their ability to achieve
  • childcare workers need to increase their knowledge and understanding of different cultures and family structures so that everyone's needs can be catered for.

Further reading:

https://bit.ly/2mg0yGV

Er mwyn bod yn weithiwr gofal plant effeithiol mae angen gweithio mewn ffordd sy’n caniatáu cyfle i fyfyrio ac ystyried yr ymarfer. Bydd hyn yn gwella a datblygu’r gwasanaeth i blant ag anghenion ychwanegol a’u teuluoedd/gofalwyr.

Mae hyn yn golygu bydd gweithwyr gofal plant yn dysgu o’u profiadau ac wedi dadansoddi eu hymarfer yn feirniadol ac yn ei newid os oes angen. Gall gweithwyr gofal plant gynnal asesiadau realistig a chyson er mwyn adolygu eu hymarfer a gweld os ydyw’n cyfateb yn agos i’w cyfrifoldebau.

Dylai gweithwyr gofal plant fod wedi datblygu deallusrwydd manwl o feysydd datblygiad a dysgu plant gan wybod bydd eu hymdrechion yn cael effaith sylweddol ar blant yn eu gofal. Wrth weithio gyda phlant ag anghenion ychwanegol bydd angen cymryd i ystyriaeth eu hanabledd er mwyn gallu cwrdd â’u hanghenion yn effeithiol. Bydd angen cynllunio yn ofalus ar eu cyfer gan fabwysiadu dull canolog o weithio gan fod pob plentyn yn wahanol ac angen cynllun datblygu unigol.

Mae angen rhoi digon o amser i deuluoedd/gofalwyr gan eu cyfarch yn groesawgar yn y lleoliad a dangos parch iddynt. Bydd hyn yn arwain at berthynas dda rhwng y cartref a'r lleoliad gofal. Bydd cyswllt rheolaidd gyda rhieni/gofalwyr plant ag anghenion ychwanegol felly bydd angen agwedd gyfeillgar a phroffesiynol rhyngddynt â staff a gweithwyr proffesiynol eraill.

Rhaid bod yn broffesiynol wrth ymgynghori ag aelodau mwy profiadol o’r staff neu weithiwr proffesiynol eraill. Mae bod yn aelod o dîm yn golygu fod cymorth ar gael a bydd mynychu cyfarfodydd yn rheolaidd ac ymgymryd â hyfforddiant priodol yn arwain at ddatblygiad proffesiynol. Bydd cadw at amser a bod yn drefnus yn cyfrannu at arfer proffesiynol.

Mae agweddau ac ymddygiad y gweithiwr gofal plant yn bwysig wrth ymdrin â phlant ag anghenion ychwanegol yn eu gofal. Mae plant yn parchu’r oedolion sy’n gofalu amdanynt, felly bydd agwedd bositif yn gwneud i’r plant i deimlo’n dda am eu hunain ac am y lleoliad. Ar y llaw arall bydd agwedd negyddol yn rhoi’r teimlad i blant eu bod yn cael eu gwrthod a’u bod yn ddiwerth. Felly gall y ffordd mae’r gweithiwr gofal plant yn ymateb i ofynion plant ag anghenion ychwanegol a’u teuluoedd/gofalwyr gael dylanwad positif neu negyddol arnynt. Mae plant a phobl ifanc yn datblygu os yw’r amgylchedd yn un positif. Gellir sicrhau fod yr amgylchedd yn un cadarnhaol a chynhwysol wrth barchu gwerthoedd a ffordd pawb o fyw. Mae’n bwysig fod y plant yn gweld y gweithiwr gofal plant fel person sy’n eu trin â pharch ac sy’n dangos diddordeb ynddynt a’r byd o’u hamgylch.

Arfer da wrth weithio gyda phlant ag anghenion ychwanegol a’u teuluoedd/gofalwyr:

  • rhoi cyfleoedd i blant wneud dewisiadau a fydd yn cael effaith ar eu hamgylchedd gan ganiatáu iddynt gael perchnogaeth o’u man chwarae ac i deimlo’n gyfforddus
  • gwneud popeth sy’n bosib er mwyn sicrhau bod pob plentyn yn cael eu trin yn deg
  • rhoi cyfleoedd i’r plant ddatblygu a chyflawni yn ôl eu gallu
  • peidio creu delweddau negyddol o blant/pobl ifanc a’u teuluoedd/gofalwyr gan gymryd amser i siarad â hwy a dod i’w hadnabod
  • mae yna ddulliau gwahanol o fagu plant ac fe fydd gan deuluoedd/gofalwyr gwahanol farn a chred ar sut i wneud hyn. Dylid parchu hyn, beth bynnag yw barn bersonol y gweithiwr gofal plant
  • mae angen hyrwyddo ymddygiad cadarnhaol ymysg staff, plant, pobl ifanc a’u teuluoedd/gofalwyr
  • rhaid parchu dewis iaith plant a’u teuluoedd/gofalwyr ac ni fydd plentyn yn teimlo’n hyderus os caiff ei orfodi i ddefnyddio iaith wahanol i’r arfer boed yn eiriol neu’n ddi-eiriol
  • wrth arddangos agweddau positif bydd plant a theuluoedd/gofalwyr yn teimlo eu bod yn cael eu gwerthfawrogi gan annog teimladau o hunanwerth
  • bydd arddangos agwedd negyddol tuag at blant a’u teuluoedd/gofalwyr yn gwneud iddynt deimlo’n ddiwerth ac yn lleihau eu hunan-barch
  • ni ddylid gwneud rhagdybiaethau am blant a’u teuluoedd/gofalwyr rhag effeithio ar allu plant i gyflawni’n llawn a gwneud teuluoedd/gofalwyr i deimlo’n anfodlon gyda’r lleoliad
  • mae angen rhoi cyfleoedd i blant ymgymryd ag amrywiaeth o weithgareddau heriol gydag elfennau o risg, heb danseilio eu gallu i gyflawni
  • mae angen i’r gweithwyr gofal plant gynyddu eu gwybodaeth a’u dealltwriaeth o ddiwylliannau gwahanol a strwythurau teuluoedd er mwyn gallu darparu ar gyfer anghenion pawb.

Darllen pellach:

https://bit.ly/2Mbm2Qq

Codes of practice, standards, frameworks and guidelines for working with children with additional needs

Codau ymarfer, safonau, fframweithiau a chanllawiau ar gyfer gweithio gyda phlant ag anghenion ychwanegol

Someone completing paperwork

Over the years much legislation has given children and young people with additional needs more rights. It is important that childcare workers are aware of, understand and apply the legislation when working with children with additional needs in early years settings.

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

An international document that protects the rights of all children under the age of 18, including the right to education, in a way that will encourage the holistic development of children. It also emphasizes that the rights in the document should be for all children without discrimination. The United Kingdom accepted the document and legalized it in 1991. There are 54 articles in the Convention and articles 1 to 42 set out how children should be treated. Articles 43-45 are about how adults and governments should work together to ensure that every child is entitled to their rights.

https://www.childcomwales.org.uk/uncrc-childrens-rights/uncrc/

The Disability Discrimination Act 1995

The Disability Discrimination Act 1995 was amended by the Special Learning Needs and Disability Act 2001 to include education in schools. The reforms placed a duty on schools not to discriminate against disabled pupils or prospective pupils on the grounds of disability.

https://bit.ly/2kiWoxp

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 law prohibits treating disabled children less favourably than others. Organizations need to make adjustments (provide aids) to prevent disabled children from being disadvantaged. Local authorities and schools need to plan more for disabled access. Early years providers need to have a written policy for Special Learning Needs and to make sure that staff attend relevant training.

https://bit.ly/1Dv8aab

Special Educational Needs Code of Practice for Wales 2002

The main purpose of this Code is to remove the barriers that prevent children from participating in 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 provide effective support for children with special educational needs. In general, the Code is intended to provide clearer guidance for early years education providers, primary and secondary school teachers, local education authorities, families, and all those involved in the workplace to provide for children's special educational needs.

https://bit.ly/2kg6Bum

Race Equality (Amendment) Act 2000

The Race Equality Act 2000 contains changes to the Race Equality Act 1976 and places a statutory duty on public bodies to promote race equality, good relations between different ethnic groups and to demonstrate effective methods of promoting anti-discrimination. In 2003 regulations were added to ban certain forms of discrimination because of individuals' faith.

Equality Act 2010

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

https://bit.ly/2mNcBXU

Education Act 1996

Following the introduction of the Special Educational Needs Code of Practice, schools need to develop a Special Educational Needs policy and appoint a Special Educational Needs Co-ordinator (SENCO) to identify and assess special educational needs, maintain a register of children with special educational needs and work closely with parents and other professionals.

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

https://bit.ly/2kFExRn

The Children Act 2004

A core legal agenda of 'Every Child Matters' which aims to give every child support and every possible opportunity to (i) stay healthy (ii) enjoy and succeed (iii) make a positive contribution (v) achieve economic well-being. It aims to identify and protect vulnerable children within society.

https://bit.ly/2pPzUTb

Dros y blynyddoedd mae llawer o ddeddfwriaeth wedi rhoi mwy o hawliau i blant a phobl ifanc sydd ag anghenion ychwanegol. Mae’n bwysig bod gweithwyr gofal plant yn ymwybodol o’r ddeddfwriaeth, yn ei ddeall a’i roi ar waith wrth weithio gyda phlant ag anghenion ychwanegol mewn lleoliadau blynyddoedd cynnar.

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 gan bob plentyn hawl i’w hawliau.

https://www.complantcymru.org.uk/ccuhp-hawliau-plant/ccuhp/

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://www.legislation.gov.uk/cy/ukpga/1995/50/contents

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.

https://bit.ly/1Dv8aab

Côd Ymarfer Anghenion Addysgol Arbennig Cymru 2002

Prif ddiben y Côd 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 Côd 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 i ddarparu ar gyfer anghenion addysgol arbennig plant.

https://bit.ly/2lPkj85

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, perthnasoedd 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.

https://bit.ly/2wWSq01

Deddf Addysg 1996

Wedi cyflwyno Côd Ymarfer Anghenion Addysgol Arbennig daw angen i ysgolion ddatblygu polisi Anghenion Addysg Arbennig a phenodi Cydlynydd Anghenion Addysg Arbennig (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 (Côd Ymarfer Anghenion Addysgol Arbennig 2001) i gynnwys meithrinfeydd preifat, gwarchodwyr plant achrededig a grwpiau eraill.

https://bit.ly/2kFExRn

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.

https://www.legislation.gov.uk/cy/ukpga/2004/31/contents