{"id":7867,"date":"2025-04-01T10:17:17","date_gmt":"2025-04-01T10:17:17","guid":{"rendered":"https:\/\/adrwales.org\/?p=7867"},"modified":"2025-04-01T10:17:17","modified_gmt":"2025-04-01T10:17:17","slug":"pwy-syn-cael-ei-adnabod-ag-anghenion-addysgol-arbennig-yng-nghymru","status":"publish","type":"post","link":"https:\/\/adrwales.org\/cy\/pwy-syn-cael-ei-adnabod-ag-anghenion-addysgol-arbennig-yng-nghymru\/","title":{"rendered":"Pwy sy&#8217;n cael ei adnabod ag anghenion addysgol arbennig yng Nghymru?"},"content":{"rendered":"<h3><span>Yn y blog hwn, mae aelodau <a href=\"https:\/\/adrwales.org\/our-focus\/education\/\">thema ymchwil Addysg YDG Cymru<\/a> yn disgrifio <a href=\"https:\/\/bpspsychub.onlinelibrary.wiley.com\/doi\/full\/10.1111\/bjep.12760\">astudiaeth newydd<\/a> sy\u2019n archwilio\u2019r ffactorau sy\u2019n dylanwadu ar adnabod anghenion addysgol arbennig. <\/span><\/h3>\n<p><span>Mae angen cymorth ychwanegol yn yr ysgol ar blant ag Anghenion Addysgol Arbennig (AAA) neu Anghenion Dysgu Ychwanegol (ADY) i gynorthwyo eu dysgu. Fodd bynnag, mae astudiaethau blaenorol yn y DU ac yn rhyngwladol yn amlygu y gall fod gwahaniaethau o ran pwy sydd \u00e2 mynediad at gymorth AAA. Mae <a href=\"https:\/\/bpspsychub.onlinelibrary.wiley.com\/doi\/full\/10.1111\/bjep.12760\">astudiaeth newydd<\/a> a gynhaliwyd gan Gymru yn datgelu bod y darlun yn gymhleth, gan ddangos sut mae ffactorau unigol, teuluol ac ysgol yn dylanwadu ar adnabod AAA.\u00a0<\/span><\/p>\n<p><strong><span>Beth wnaeth yr astudiaeth?\u00a0<\/span><\/strong><\/p>\n<p><span>Archwiliodd ymchwilwyr ddata ar gyfer dros 284,000 o ddisgyblion sy&#8217;n mynychu ysgolion ledled Cymru yn ystod y flwyddyn academaidd 2011\/2012. Drwy gysylltu cofnodion ysgol \u00e2 data\u2019r Cyfrifiad, roeddent yn gallu edrych nid yn unig ar nodweddion y plant eu hunain ond hefyd eu teuluoedd a\u2019r ysgolion yr oeddent yn eu mynychu. Roedd y set ddata gynhwysfawr hon yn caniat\u00e1u iddynt ofyn &#8211; pa ffactorau sy&#8217;n dylanwadu ar bwy sy&#8217;n caeul eu hadnabod ag AAA? <\/span><\/p>\n<p><strong><span>Pwy sy&#8217;n fwy tebygol o gael ei adnabod ag AAA?\u00a0<\/span><\/strong><\/p>\n<ul>\n<li><span>Materion rhyw: Roedd bechgyn yn fwy tebygol na merched o gael eu hadnabod ag AAA.\u00a0<\/span><\/li>\n<\/ul>\n<ul>\n<li><span>Mae ethnigrwydd yn chwarae rhan: Roedd plant o gefndiroedd ethnig Du, Asiaidd neu Gymysg yn llai tebygol o gael eu hadnabod na phlant Gwyn.\u00a0<\/span><\/li>\n<li><span>Absenoldeb cyson: Roedd plant a gollodd fwy na 10% o sesiynau ysgol yn arwyddocaol fwy tebygol o gael eu hadnabod ag AAA.\u00a0<\/span><\/li>\n<\/ul>\n<ul>\n<li><span>Amgylchedd teuluol yn cyfrif: Roedd disgyblion a oedd yn byw ar aelwydydd ag addysg rhieni is, gradd gymdeithasol is, ac anweithgarwch economaidd mewn mwy o berygl o gael eu hadnabod ag AAA.\u00a0<\/span><\/li>\n<\/ul>\n<ul>\n<li><span>Gwahaniaethau mewn ysgolion: Roedd disgyblion mewn ysgolion yn yr ardaloedd mwyaf difreintiedig yn fwy tebygol o fod ag AAA wedi\u2019u hadnabod, ond yn gyffredinol, roedd ffactorau ysgol yn chwarae r\u00f4l lai o gymharu \u00e2 ffactorau teuluol ac unigol.\u00a0<\/span><\/li>\n<li><span>Edrychodd yr astudiaeth hefyd ar ganlyniadau yn \u00f4l y math o angen AAA. Daeth i\u2019r amlwg bod rhai cysylltiadau yn gryfach ar gyfer gwahanol fathau o angen:<\/span>\n<ul>\n<li><span>Roedd adnabod gwybyddiaeth ac anawsterau dysgu yn fwy tebygol pan oedd lefelau is o addysg rhieni yn y cartref.<\/span><\/li>\n<li><span>Roedd adnabyddiaeth ag anghenion datblygiad ymddygiadol, emosiynol a chymdeithasol yn arbennig o gysylltiedig ag aelwydydd economaidd anweithgar.<\/span><\/li>\n<li><span>Dylanwadwyd ar anawsterau cyfathrebu a rhyngweithio gan gefndir teuluol, ond hefyd gan lefel amddifadedd yr ysgol yr oedd plentyn yn ei mynychu.<\/span><\/li>\n<li><span>Yn syndod, roedd anghenion corfforol a synhwyraidd yn llawer llai cysylltiedig \u00e2 ffactorau teuluol, ond gallai hyn fod oherwydd ei fod yn haws gwneud diagnosis yn wrthrychol na mathau eraill o AAA. <\/span><\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<p><strong><span>Pam mae&#8217;n bwysig\u00a0<\/span><\/strong><\/p>\n<p><span>Mae gan y canfyddiadau hyn oblygiadau sylweddol i ysgolion, llunwyr polisi, a theuluoedd. Maent yn amlygu pwysigrwydd ystyried amgylchedd ehangach plentyn &#8211; nid yn unig ei ymddygiad yn yr ystafell ddosbarth &#8211; wrth wneud penderfyniadau am gymorth AAA. Mae hefyd yn codi cwestiynau ynghylch a yw&#8217;r system AAA wedi&#8217;i chyfarparu i ddarparu cymorth yn effeithiol ac yn deg. A yw rhai grwpiau o blant yn fwy tebygol o gael eu cam-labelu neu eu methu oherwydd nodweddion penodol? Mae\u2019r rhain yn gwestiynau pwysig i\u2019w hystyried wrth i Gymru drosglwyddo i\u2019r fframwaith Anghenion Dysgu Ychwanegol newydd. <\/span><\/p>\n<p><strong><span>Prif wers\u00a0<\/span><\/strong><\/p>\n<p><span>Mae\u2019r astudiaeth hon yn amlygu sut mae angen inni ystyried cyd-destun amgylcheddol ehangach y plentyn er mwyn cael dealltwriaeth fwy cywir a chynhwysfawr o anghenion dysgu plentyn. Pwy sy&#8217;n cael ei adnabod ag AAA &#8211; a phwy sy&#8217;n cael ei methu? Ac yn bwysicaf oll, sut gallwn ni sicrhau bod pob plentyn yn cael y cymorth cywir ar yr amser iawn?<br \/>\n<\/span><\/p>\n<p><span><a href=\"https:\/\/bpspsychub.onlinelibrary.wiley.com\/doi\/full\/10.1111\/bjep.12760\">Darllenwch yr astudiaeth lawn<\/a><\/span><\/p>\n","protected":false},"excerpt":{"rendered":"<p>Yn y blog hwn, mae aelodau thema ymchwil Addysg YDG Cymru yn disgrifio astudiaeth newydd sy\u2019n archwilio\u2019r ffactorau sy\u2019n dylanwadu ar adnabod anghenion addysgol arbennig. Mae angen cymorth ychwanegol yn yr ysgol ar blant ag Anghenion Addysgol Arbennig (AAA) neu Anghenion Dysgu Ychwanegol (ADY) i gynorthwyo eu dysgu. Fodd bynnag, mae astudiaethau blaenorol yn y&#8230;<\/p>\n","protected":false},"author":3,"featured_media":0,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[124],"tags":[141],"class_list":["post-7867","post","type-post","status-publish","format-standard","hentry","category-newyddion-cy","tag-addysg"],"yoast_head":"<!-- This site is optimized with the Yoast SEO plugin v28.8 - https:\/\/yoast.com\/product\/yoast-seo-wordpress\/ -->\n<title>Pwy sy&#039;n cael ei adnabod ag anghenion addysgol arbennig yng Nghymru? - ADR Wales<\/title>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<link rel=\"canonical\" href=\"https:\/\/adrwales.org\/cy\/pwy-syn-cael-ei-adnabod-ag-anghenion-addysgol-arbennig-yng-nghymru\/\" \/>\n<meta property=\"og:locale\" content=\"cy_GB\" \/>\n<meta property=\"og:type\" content=\"article\" \/>\n<meta property=\"og:title\" content=\"Pwy sy&#039;n cael ei adnabod ag anghenion addysgol arbennig yng Nghymru? - ADR Wales\" \/>\n<meta property=\"og:description\" content=\"Yn y blog hwn, mae aelodau thema ymchwil Addysg YDG Cymru yn disgrifio astudiaeth newydd sy\u2019n archwilio\u2019r ffactorau sy\u2019n dylanwadu ar adnabod anghenion addysgol arbennig. Mae angen cymorth ychwanegol yn yr ysgol ar blant ag Anghenion Addysgol Arbennig (AAA) neu Anghenion Dysgu Ychwanegol (ADY) i gynorthwyo eu dysgu. 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Mae angen cymorth ychwanegol yn yr ysgol ar blant ag Anghenion Addysgol Arbennig (AAA) neu Anghenion Dysgu Ychwanegol (ADY) i gynorthwyo eu dysgu. 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