{"id":8392,"date":"2024-12-10T14:19:14","date_gmt":"2024-12-10T14:19:14","guid":{"rendered":"https:\/\/sites.cardiff.ac.uk\/education-development-toolkit\/?page_id=8392"},"modified":"2024-12-13T14:53:34","modified_gmt":"2024-12-13T14:53:34","slug":"cyflwyniad","status":"publish","type":"page","link":"http:\/\/sites.cardiff.ac.uk\/education-development-toolkit\/cy\/trosolwg-or-themau\/cynwysoldeb\/anabledd-a-dyslecsia\/cyflwyniad\/","title":{"rendered":"Cyflwyniad"},"content":{"rendered":" \n\n                        <div class=\"alert alert alert-info with-icon \">        \n                            <div class=\"alert-icon\">\n                    <svg class=\"icon\" xmlns=\"http:\/\/www.w3.org\/2000\/svg\" xmlns:xlink=\"http:\/\/www.w3.org\/1999\/xlink\" viewBox=\"0 0 793 696\" shape-rendering=\"geometricPrecision\" text-rendering=\"geometricPrecision\"><defs><linearGradient id=\"etZNF97Wf1q3-fill\" x1=\"351.931\" y1=\"516.34\" x2=\"670.917\" y2=\"516.34\" spreadMethod=\"pad\" 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transform=\"matrix(1.13937 0 0 1 503.331 1752.58)\" fill=\"url(#etZNF97Wf1q6-fill)\"\/><\/g><\/svg>                <\/div>\n            \n            <div class=\"alert-body\">            \n                <h3>Dylunio Tudalennau Cynwysoldeb<\/h3>                <p>Mae'r holl dudalennau Cynwysoldeb wedi'u cynllunio gan ddilyn egwyddorion <a href=\"https:\/\/sites.cardiff.ac.uk\/education-development-toolkit\/cy\/trosolwg-or-themau\/cynwysoldeb\/dylunio-cyffredinol-ar-gyfer-dys-cynfyfyrwyrgu\/\">Dylunio Cyffredinol ar gyfer Dysgu (UDL<\/a>). Fe welwch gyfuniad o destun, fideo a delweddau, ynghyd \u00e2 rhai pwyntiau ar gyfer myfyrio, enghreifftiau ymarferol ac astudiaethau achos.<\/p>\n<p>Gallwch ddewis darllen y testun, neu gael mynediad at fideo o'r un deunydd. <a href=\"#section7\">Mae'r recordiad ar waelod y dudalen hon<\/a>. Gallwch hefyd fynychu gweithdy ar y pwnc: <a href=\"#section8\">i gael gwybod mwy gweler y blwch DPP ar waelod y dudalen hon<\/a>.<\/p>\n            <\/div>\n        <\/div> \n\n    \n<h2><strong>Cyflwyniad<\/strong><\/h2>\n<p>Yn gyntaf, rhai safbwyntiau ar anabledd yn y brifysgol:<\/p>\n<p><iframe loading=\"lazy\" title=\"Diversity Includes Disability\" width=\"500\" height=\"281\" src=\"https:\/\/www.youtube.com\/embed\/rjgkowqHLto?feature=oembed\" frameborder=\"0\" allow=\"accelerometer; autoplay; clipboard-write; encrypted-media; gyroscope; picture-in-picture; web-share\" referrerpolicy=\"strict-origin-when-cross-origin\" allowfullscreen><\/iframe><\/p>\n<h2><strong>1. Cysyniadu Anabledd<\/strong><\/h2>\n<figure id=\"post-3523 media-3523\" class=\"image w-100 align-none\">\n<figure id=\"post-3523 media-3523\" class=\"image w-100 align-none\"><img loading=\"lazy\" decoding=\"async\" class=\"alignnone\" style=\"width: 568px;height: 539px\" src=\"http:\/\/sites.cardiff.ac.uk\/education-development-toolkit\/files\/2023\/11\/equality-act-2010.png\" alt=\"Testun amgen: Logo'r Ddeddf Cydraddoldeb gyda'r naw nodwedd warchodedig: priodas a phartneriaeth sifil, hil ac ethnigrwydd, anabledd, crefydd neu gred, oedran, cyfeiriadedd rhywiol, rhywedd, ailbennu rhywedd \" width=\"624\" height=\"591\" \/><\/figure>\n<\/figure>\n<p><strong><em>Ffigur: Y naw nodwedd warchodedig yn Neddf Cydraddoldeb 2010<\/em><\/strong><\/p>\n<p>Mae Deddf Cydraddoldeb y DU(2010) yn diffinio\u2019r naw nodwedd warchodedig a ddangosir yn y ffigur uchod, ac mae hefyd yn diffinio anabledd:<\/p>\n<p>Rydych yn anabl os oes gennych nam corfforol neu feddyliol sy&#8217;n cael effaith negyddol &#8216;sylweddol&#8217; a &#8216;hirdymor&#8217; ar eich gallu i wneud gweithgareddau dyddiol arferol. Mae &#8216;sylweddol&#8217; yn fwy na m\u00e2n neu ddibwys; Mae &#8216;hirdymor&#8217; yn golygu 12 mis neu fwy.<\/p>\n<p>Mae Deddf Cydraddoldeb 2010 yn berthnasol i bob sector addysg, gan gynnwys Addysg Uwch, ac yn diffinio ein cyfrifoldebau i ddarparu addysg ragweladwy, hygyrch i bawb (gweler yr adran Cefnogi Myfyrwyr Anabl, isod).<\/p>\n<h3><strong>Modelau Anabledd<\/strong><\/h3>\n<p>Bydd y ffordd rydym yn ystyried anabledd yn effeithio ar sut rydym yn dylunio ac yn cyflwyno ein haddysgu, a sut rydym yn ymateb i fyfyrwyr anabl ym Mhrifysgol Caerdydd. Mae llenyddiaeth helaeth am Astudiaethau Anabledd, sydd wedi datblygu fel disgyblaeth ochr yn ochr \u00e2 syniadau newydd am natur anabledd ers y 1970au. Archwilir y ddau gysyniad allweddol isod, gyda rhagor o fanylion a modelau yn yr <a href=\"https:\/\/sites.cardiff.ac.uk\/education-development-toolkit\/theme-overview\/inclusivity\/disability-and-dyslexia\/#section%202\">Adran Plymio&#8217;n Dyfnach<\/a>, ar ddiwedd y dudalen, os dymunwch ddyfnhau eich dealltwriaeth. Gallwch hefyd ddarllen crynodeb o\u2019r datblygiadau yn llyfr Anabledd Astudiaethau Dan Goodley (2017), yn y rhestr gyfeirio.<\/p>\n<p>Mae&#8217;r Model Meddygol o anabledd yn gyffredin yn y Deyrnas Unedig, ac mae&#8217;n ystyried anabledd fel rhywbeth sy&#8217;n gynhenid i&#8217;r unigolyn, a achosir gan nam corfforol, synhwyraidd neu feddygol, a &#8216;chyflwr&#8217; y mae arno angen triniaeth. Mae hyn yn arwain at ddarparu gwasanaethau sy\u2019n cael eu llywio\u2019n bennaf gan bryderon meddygol, ar sail ddiagnosisau, gyda&#8217;r nod o &#8216;normaleiddio&#8217; unigolion trwy ymyrraeth therapiwtig.<\/p>\n<p>Mae&#8217;r Model Cymdeithasol o Anabledd yn herio&#8217;r rhagdybiaethau meddygol hyn, ac yn awgrymu er mai <u>nam<\/u> yw&#8217;r cyflwr, megis bod heb ran neu&#8217;r cyfan o aelod o&#8217;r corff, bod ag aelod, organ neu ran o&#8217;r corff sy\u2019n ddiffygiol, dynodir anabledd ar wah\u00e2n, ac fe\u2019i diffinnir fel &#8216;anfantais neu gyfyngiad ar weithgarwch a achosir gan drefniadaeth gymdeithasol gyfoes nad yw&#8217;n cymryd unrhyw ystyriaeth neu fawr ddim ystyriaeth o bobl sydd \u00e2 namau ac sydd felly\u2019n eu gwahardd rha<u>g<\/u> prif ffrwd gweithgareddau cymdeithasol.&#8217;<\/p>\n<h2><strong>Anabledd ac Addysg Uwch<\/strong><\/h2>\n<p>Os ydym yn cymhwyso\u2019r model cymdeithasol i addysg uwch, gallwn werthfawrogi bod anabledd yn cael ei greu gan brosesau, gweithdrefnau ac arferion traddodiadol dysgu, addysgu ac asesu. Mae hefyd yn cael ei greu gan ein prosesau sefydliadol a\u2019n dulliau cyfathrebu.<\/p>\n<p>Mae&#8217;r prosesau, gweithdrefnau ac arferion hyn yn creu rhwystrau i ddysgu a chyrhaeddiad ar gyfer ein myfyrwyr anabl. Er enghraifft, byddai gofyn am ddiagnosis neu asesiad cyn addasu\u2019r ffordd rydym yn addysgu neu\u2019n asesu yn enghraifft o ddefnyddio\u2019r model meddygol, tra byddai dysgu hyblyg, cynhwysol neu ddysgu wedi&#8217;i ddylunio i fod yn gyffredinol yn enghraifft o&#8217;r model cymdeithasol.<\/p>\n<figure id=\"post-3524 media-3524\" class=\"imagew-75 align-none\"><\/figure>\n \n\n                        <div class=\"alert alert alert-success with-icon \">        \n                            <div class=\"alert-icon\">\n                    <svg class=\"icon\" xmlns=\"http:\/\/www.w3.org\/2000\/svg\" viewBox=\"0 0 30 30\"><title>Globe<\/title><path d=\"M15,2a15,15,0,1,1,0,30A15,15,0,0,1,0,17,15,15,0,0,1,15,2ZM10.34,7.44L10,8a5.88,5.88,0,0,0-.31.63C9.53,9.06,9.31,9.53,9.16,10H14V4.16a2.78,2.78,0,0,0-.66.25,5,5,0,0,0-.69.41,6.52,6.52,0,0,0-1.22,1.09,10.24,10.24,0,0,0-1.09,1.53h0ZM16,10h4.84c-0.09-.22-0.16-0.47-0.25-0.69A12.87,12.87,0,0,0,20,8a5.49,5.49,0,0,1-.34-0.56,10.13,10.13,0,0,0-1.09-1.53,6.55,6.55,0,0,0-1.22-1.09,7.68,7.68,0,0,0-.66-0.41A3.67,3.67,0,0,0,16,4.16V10h0ZM5.81,7.81q-0.52.52-.94,1C4.59,9.22,4.28,9.63,4,10H7A15.68,15.68,0,0,1,8.09,7.44,11.33,11.33,0,0,1,9.41,5.28,11.54,11.54,0,0,0,7.5,6.38,10.52,10.52,0,0,0,5.81,7.81ZM23,10h3c-0.25-.37-0.56-0.78-0.84-1.16a13.7,13.7,0,0,0-.94-1A10.58,10.58,0,0,0,22.5,6.38a11.51,11.51,0,0,0-1.91-1.09,13.28,13.28,0,0,1,1.34,2.16A19,19,0,0,1,23,10h0ZM6.5,12H3a9,9,0,0,0-.62,2A10.61,10.61,0,0,0,2,16H6a14.66,14.66,0,0,1,.16-2.06c0.09-.66.19-1.31,0.31-1.94h0ZM14,12H8.56c-0.16.63-.25,1.31-0.34,2A10.67,10.67,0,0,0,8,16h6V12h0Zm2,0v4h6a14.19,14.19,0,0,0-.16-2c-0.12-.66-0.22-1.34-0.37-2H16Zm8,4h4a13.75,13.75,0,0,0-.31-2A11.21,11.21,0,0,0,27,12H23.5c0.13,0.63.22,1.28,0.31,1.94A14.51,14.51,0,0,1,24,16h0ZM3,22H6.5c-0.12-.62-0.22-1.28-0.31-1.94A14.51,14.51,0,0,1,6,18H2a10.6,10.6,0,0,0,.34,2A9,9,0,0,0,3,22H3Zm11-4H8a10.67,10.67,0,0,0,.19,2c0.09,0.66.19,1.34,0.34,2H14V18h0Zm2,4h5.44c0.16-.62.25-1.31,0.38-2A14.06,14.06,0,0,0,22,18H16v4Zm7.5,0H27a11.21,11.21,0,0,0,.66-2A13.9,13.9,0,0,0,28,18H24a14.66,14.66,0,0,1-.16,2.06c-0.09.66-.19,1.31-0.31,1.94h0ZM7,24H4c0.25,0.38.56,0.78,0.84,1.13a9.9,9.9,0,0,0,.94,1.06A10.58,10.58,0,0,0,7.5,27.63a11.51,11.51,0,0,0,1.91,1.09,11.33,11.33,0,0,1-1.31-2.16A15.79,15.79,0,0,1,7,24H7Zm2.12,0,0.28,0.69A7,7,0,0,0,10,26c0.09,0.22.22,0.41,0.31,0.59a9.78,9.78,0,0,0,1.09,1.5,6.78,6.78,0,0,0,1.22,1.13,3,3,0,0,0,.69.38,2,2,0,0,0,.66.28V24H9.16Zm10.5,2.56c0.09-.19.22-0.37,0.34-0.59s0.22-.41.31-0.62c0.19-.44.38-0.87,0.53-1.34H16v5.84a2.45,2.45,0,0,0,.69-0.28,3.51,3.51,0,0,0,.66-0.37,6.78,6.78,0,0,0,1.22-1.12,9.78,9.78,0,0,0,1.09-1.5h0Zm4.53-.37a10,10,0,0,0,.94-1.06c0.28-.34.59-0.75,0.84-1.12H23a19.07,19.07,0,0,1-1,2.56,13.28,13.28,0,0,1-1.34,2.16,11.54,11.54,0,0,0,1.91-1.09,10.52,10.52,0,0,0,1.69-1.44h0Z\" transform=\"translate(0 -2)\"><\/path><\/svg>                <\/div>\n            \n            <div class=\"alert-body\">            \n                <h3>Gweithgaredd Myfyrio<\/h3>                <p class=\"MsoNormal\"><span lang=\"CY\">Ystyriwch y canlynol a nodwch ba rai sy'n ymagweddau model meddygol, a pha rai sy'n ymagweddau model cymdeithasol o anabledd? O ran ymagweddau model meddygol, beth yw\u2019r dewis arall posibl?<\/span><\/p>\n<ul style=\"margin-top: 0cm\" type=\"disc\">\n<li class=\"MsoNormal\" style=\"margin-bottom: 0cm;margin-top: 0cm\"><span lang=\"CY\">Mae myfyrwyr newydd yn darparu tystiolaeth o anabledd i'r brifysgol<\/span><\/li>\n<li class=\"MsoNormal\" style=\"margin-bottom: 0cm;margin-top: 0cm\"><span lang=\"CY\">Darperir deunyddiau ymlaen llaw i'r holl fyfyrwyr<\/span><\/li>\n<li class=\"MsoNormal\" style=\"margin-bottom: 0cm;margin-top: 0cm\"><span lang=\"CY\">Asesiad unigol o anghenion myfyrwyr gan y Gwasanaeth Anabledd Myfyrwyr<\/span><\/li>\n<li class=\"MsoNormal\" style=\"margin-bottom: 0cm;margin-top: 0cm\"><span lang=\"CY\">Hyfforddiant sgiliau astudio<\/span><\/li>\n<li class=\"MsoNormal\" style=\"margin-bottom: 0cm;margin-top: 0cm\"><span lang=\"CY\">Dylunio Cyffredinol ar gyfer Dysgu<\/span><\/li>\n<\/ul>\n            <\/div>\n        <\/div> \n\n    \n<p>Cwblhaodd UCAS (2022) astudiaeth fanwl o fyfyrwyr anabl mewn addysg uwch, gan olrhain y newidiadau i&#8217;r boblogaeth ers 2012. Canfuwyd y canlynol:<\/p>\n<ul>\n<li>Materion diffyg cynrychiolaeth: mae un o bob pum oedolyn o oedran gweithio yn y Deyrnas Unedig yn anabl, o gymharu ag un o bob saith myfyriwr addysg uwch<\/li>\n<li>Y categori mwyaf cyffredin: roedd mwy na thraean (35%) o ymgeiswyr anabl yn rhannu gwahaniaeth dysgu (e.e. dyslecsia neu ddyscalcwlia) \u2013 y categori a rennir amlaf, sef 5% o holl ymgeiswyr y Deyrnas Unedig<\/li>\n<li>Newidiadau sylweddol i anghenion myfyrwyr: Ers 2012, gwelwyd y cynnydd mwyaf yn nifer y bobl sy\u2019n teimlo eu bod yn gallu rhannu eu hanghenion ar gyfer cyflyrau iechyd meddwl (+453%) a namau cymdeithasol, ymddygiadol neu gyfathrebu (+249%), sy\u2019n cynnwys myfyrwyr sy\u2019n niwroamrywiol.<\/li>\n<\/ul>\n<figure id=\"post-3556 media-3556\" class=\"image w-100 align-none\"><img loading=\"lazy\" decoding=\"async\" class=\"alignnone\" style=\"width: 488px;height: 275px\" src=\"http:\/\/sites.cardiff.ac.uk\/education-development-toolkit\/files\/2023\/11\/UCAS-graph-disability-numbers-e1701258965359.png\" alt=\"Testun amgen: Graff o ymgeiswyr Addysg Uwch y Deyrnas Unedig sy\u2019n dangos cynnydd mawr mewn cyflwr iechyd meddwl a gwahaniaeth dysgu, a rhywfaint o gynnydd mewn nam cymdeithasol, ymddygiadol a chyfathrebu a dau gyflwr neu fwy. Mae nam ar y clyw, salwch hirdymor, nam ar y golwg, iechyd, arall, nam ar y golwg wedi aros yn gyson\" width=\"644\" height=\"363\" \/><\/figure>\n<p><strong><em>Ffigur: Nifer y myfyrwyr anabl yn \u00f4l categori 2012-2021 (UCAS 2022)<\/em><\/strong><\/p>\n<p>Yn yr un modd, ym Mhrifysgol Caerdydd, mae nifer y myfyrwyr anabl wedi codi dros y 5 mlynedd diwethaf. <a href=\"https:\/\/sway.cloud.microsoft\/AVBzsnJoOnKjBPd1?ref=Link\">Mae data Prifysgol Caerdydd ar anabledd ac addasiadau rhesymol ar gael i staff yma.<\/a><\/p>\n<p>Felly mae dull effeithiol a chefnogol o ym drin o&#8217;n myfyrwyr sy&#8217;n anabl yn hollbwysig, er mwyn sicrhau ein bod yn cael gwared ar rwystrau i ddysgu a sicrhau bod <em>pob<\/em> myfyriwr yn gallu cyflawni ei botensial.<\/p>\n<p>Mae ymchwil bellach helaeth i\u2019r bylchau, y profiadau a\u2019r canlyniadau ar gyfer myfyrwyr anabl: i archwilio mwy, darllenwch yr adran Canfyddiadau Ymchwil am Anabledd ac Addysg Uwch yn yr adran Plymio Dyfnach ar ddiwedd y dudalen.<\/p>\n<h2><strong>Archwilio\u2019n Ddyfnach\u00a0<\/strong><\/h2>\n<p><strong>Safbwyntiau Damcaniaethol: Modelau Anabledd<\/strong><\/p>\n<figure id=\"post-3667 media-3667\" class=\"image w-100 align-none\"><img loading=\"lazy\" decoding=\"async\" class=\"alignnone\" style=\"width: 407px;height: 260px\" src=\"http:\/\/sites.cardiff.ac.uk\/education-development-toolkit\/files\/2023\/12\/medical-model.png\" alt=\"Model meddygol o anabledd lle yr ystyrir mai'r unigolyn yw'r broblem. Golwg draddodiadol: mae anabledd yn cael ei achosi gan nam synhwyraidd corfforol neu feddygol, mae amhariad ar yr unigolyn, a dyna'r broblem, ac mae'r ffocws ar y proffesiwn meddygol yn darparu gwellhad neu leddfu effaith y nam.\" width=\"465\" height=\"297\" \/><\/figure>\n<p>Fel y crynhoir yn y cyflwyniad i\u2019r dudalen hon, mae\u2019r model meddygol o anabledd yn gyffredin yn y DU, ac yn ystyried anabledd fel rhywbeth sydd:<\/p>\n<ul>\n<li>Yn gynhenid i&#8217;r unigolyn<\/li>\n<li>Yn cael ei achosi gan nam corfforol, synhwyraidd neu feddygol<\/li>\n<li>Yn &#8216;gyflwr&#8217; y mae angen ei drin<\/li>\n<\/ul>\n<p>Mae hyn yn arwain at ddarparu gwasanaethau sy\u2019n cael eu llywio\u2019n bennaf gan bryderon meddygol, ar sail ddiagnosisau, gyda&#8217;r nod o &#8216;normaleiddio&#8217; unigolion trwy ymyrraeth therapiwtig.<\/p>\n<p><strong>Model Elusengarwch, Trasiedi neu Foesol<\/strong><\/p>\n<p>Dealltwriaeth gysylltiedig yw&#8217;r model trasiedi, a ddefnyddir yn aml mewn hysbysebion ac ymgyrchoedd codi arian, lle y cyflwynir y &#8216;dioddefwr&#8217; trasig fel rhywun sy\u2019n haeddu trugaredd a chymorth, neu os portreadir yr unigolyn fel rhywun sy\u2019n \u2018goresgyn dioddefaint\u2019, daw\u2019n fodel r\u00f4l ysbrydoledig.<\/p>\n \n\n                        <div class=\"alert alert alert-success with-icon \">        \n                            <div class=\"alert-icon\">\n                    <svg class=\"icon\" xmlns=\"http:\/\/www.w3.org\/2000\/svg\" viewBox=\"0 0 30 30\"><title>Globe<\/title><path d=\"M15,2a15,15,0,1,1,0,30A15,15,0,0,1,0,17,15,15,0,0,1,15,2ZM10.34,7.44L10,8a5.88,5.88,0,0,0-.31.63C9.53,9.06,9.31,9.53,9.16,10H14V4.16a2.78,2.78,0,0,0-.66.25,5,5,0,0,0-.69.41,6.52,6.52,0,0,0-1.22,1.09,10.24,10.24,0,0,0-1.09,1.53h0ZM16,10h4.84c-0.09-.22-0.16-0.47-0.25-0.69A12.87,12.87,0,0,0,20,8a5.49,5.49,0,0,1-.34-0.56,10.13,10.13,0,0,0-1.09-1.53,6.55,6.55,0,0,0-1.22-1.09,7.68,7.68,0,0,0-.66-0.41A3.67,3.67,0,0,0,16,4.16V10h0ZM5.81,7.81q-0.52.52-.94,1C4.59,9.22,4.28,9.63,4,10H7A15.68,15.68,0,0,1,8.09,7.44,11.33,11.33,0,0,1,9.41,5.28,11.54,11.54,0,0,0,7.5,6.38,10.52,10.52,0,0,0,5.81,7.81ZM23,10h3c-0.25-.37-0.56-0.78-0.84-1.16a13.7,13.7,0,0,0-.94-1A10.58,10.58,0,0,0,22.5,6.38a11.51,11.51,0,0,0-1.91-1.09,13.28,13.28,0,0,1,1.34,2.16A19,19,0,0,1,23,10h0ZM6.5,12H3a9,9,0,0,0-.62,2A10.61,10.61,0,0,0,2,16H6a14.66,14.66,0,0,1,.16-2.06c0.09-.66.19-1.31,0.31-1.94h0ZM14,12H8.56c-0.16.63-.25,1.31-0.34,2A10.67,10.67,0,0,0,8,16h6V12h0Zm2,0v4h6a14.19,14.19,0,0,0-.16-2c-0.12-.66-0.22-1.34-0.37-2H16Zm8,4h4a13.75,13.75,0,0,0-.31-2A11.21,11.21,0,0,0,27,12H23.5c0.13,0.63.22,1.28,0.31,1.94A14.51,14.51,0,0,1,24,16h0ZM3,22H6.5c-0.12-.62-0.22-1.28-0.31-1.94A14.51,14.51,0,0,1,6,18H2a10.6,10.6,0,0,0,.34,2A9,9,0,0,0,3,22H3Zm11-4H8a10.67,10.67,0,0,0,.19,2c0.09,0.66.19,1.34,0.34,2H14V18h0Zm2,4h5.44c0.16-.62.25-1.31,0.38-2A14.06,14.06,0,0,0,22,18H16v4Zm7.5,0H27a11.21,11.21,0,0,0,.66-2A13.9,13.9,0,0,0,28,18H24a14.66,14.66,0,0,1-.16,2.06c-0.09.66-.19,1.31-0.31,1.94h0ZM7,24H4c0.25,0.38.56,0.78,0.84,1.13a9.9,9.9,0,0,0,.94,1.06A10.58,10.58,0,0,0,7.5,27.63a11.51,11.51,0,0,0,1.91,1.09,11.33,11.33,0,0,1-1.31-2.16A15.79,15.79,0,0,1,7,24H7Zm2.12,0,0.28,0.69A7,7,0,0,0,10,26c0.09,0.22.22,0.41,0.31,0.59a9.78,9.78,0,0,0,1.09,1.5,6.78,6.78,0,0,0,1.22,1.13,3,3,0,0,0,.69.38,2,2,0,0,0,.66.28V24H9.16Zm10.5,2.56c0.09-.19.22-0.37,0.34-0.59s0.22-.41.31-0.62c0.19-.44.38-0.87,0.53-1.34H16v5.84a2.45,2.45,0,0,0,.69-0.28,3.51,3.51,0,0,0,.66-0.37,6.78,6.78,0,0,0,1.22-1.12,9.78,9.78,0,0,0,1.09-1.5h0Zm4.53-.37a10,10,0,0,0,.94-1.06c0.28-.34.59-0.75,0.84-1.12H23a19.07,19.07,0,0,1-1,2.56,13.28,13.28,0,0,1-1.34,2.16,11.54,11.54,0,0,0,1.91-1.09,10.52,10.52,0,0,0,1.69-1.44h0Z\" transform=\"translate(0 -2)\"><\/path><\/svg>                <\/div>\n            \n            <div class=\"alert-body\">            \n                <h3>Gweithgaredd<\/h3>                <p class=\"MsoNormal\"><span class=\"TextRun SCXW4328707 BCX9\" lang=\"CY-GB\" style=\"margin: 0px;padding: 0px;color: #000000;font-size: 11pt;line-height: 18.3458px;font-family: Arial, Arial_EmbeddedFont, Arial_MSFontService, sans-serif\" xml:lang=\"CY-GB\" data-contrast=\"auto\">Cymharwch y ddelwedd hon o'r 1960au o godi arian ar gyfer yr elusen SCOPE, er enghraifft, gyda negeseuon heddiw:<\/span><\/p>\n<figure id=\"post-3672 media-3672\" class=\"image w25 align-left\"><img decoding=\"async\" src=\"http:\/\/sites.cardiff.ac.uk\/education-development-toolkit\/files\/2023\/12\/Help-spastics.jpg\" alt=\"A child putting money in a plastic model of a disabled child, who has callipers on her legs and a sad expression, holding a sign saying 'help spastics'\" \/><\/figure>\n<figure id=\"post-3673 media-3673\" class=\"image w-50 align-none\"><img decoding=\"async\" src=\"http:\/\/sites.cardiff.ac.uk\/education-development-toolkit\/files\/2023\/12\/Scope-image.jpg\" alt=\"Scope = equality for disabled people. We won't stop until we achieve a society where all disabled people enjoy equality and fairness. Picture of a woman smiling, sitting in a wheelchair with a group of other people\" \/><\/figure>\n            <\/div>\n        <\/div> \n\n    \n<p><strong>Y Model Cymdeithasol o Anabledd<\/strong><\/p>\n<figure id=\"post-3689 media-3689\" class=\"image w-100 align-none\"><img decoding=\"async\" style=\"width: 454px;height: 270px\" src=\"http:\/\/sites.cardiff.ac.uk\/education-development-toolkit\/files\/2023\/12\/social-model.png\" alt=\"Social model - society presents barriers to the individual, through environment (inaccessible buildings, services, communication and language), attitudes (prejudice, discrimination and stereotyping) and organisations inflexible procedures and practices).\" \/><\/figure>\n<p>Y trobwynt a ddyfynnir yn aml yn natblygiad damcaniaeth anabledd oedd cyhoeddi dogfen Egwyddorion Sylfaenol Anabledd Undeb y Bobl \u00e2 Nam Corfforol yn Erbyn Gwahanu (UPIAS) 1976:<\/p>\n<p>&#8220;Yn ein barn ni, y gymdeithas sy&#8217;n anablu pobl \u00e2 nam corfforol. Mae anabledd yn rhywbeth sy&#8217;n cael ei orfodi ar ben ein namau, gan y ffordd rydym yn cael ein hynysu\u2019n ddiangen a\u2019n heithrio rhag cyfranogi&#8217;n llawn yn y gymdeithas. Felly, mae pobl anabl yn gr\u0175p sy\u2019n cael ei ormesu yn y gymdeithas.&#8217; (UPIAS 1976): 3)<\/p>\n<p><u>Nam<\/u> yw&#8217;r cyflwr &#8230; bod heb ran neu&#8217;r cyfan o aelod o&#8217;r corff, bod ag aelod, organ neu ran o&#8217;r corff sy\u2019n ddiffygiol<\/p>\n<p>Ystyrir bod <u>anabledd<\/u> ar wah\u00e2n i nam, ac fe\u2019i diffinnir fel &#8216;anfantais neu gyfyngiad ar weithgarwch a achosir gan drefniadaeth gymdeithasol gyfoes nad yw&#8217;n cymryd unrhyw ystyriaeth neu fawr ddim ystyriaeth o bobl sydd \u00e2 namau ac sydd felly\u2019n eu gwahardd rha<u>g<\/u> prif ffrwd gweithgareddau cymdeithasol.&#8217;<\/p>\n<p>Bu heriau ac estyniadau i&#8217;r modelau meddygol a chymdeithasol o anabledd, ac mae&#8217;r maes yn ehangu&#8217;n gyson i ymateb i amodau modern.<\/p>\n<p><strong>Modelau Anabledd \u00d4l-Strwythuraidd<\/strong><\/p>\n<p>Mae nifer o ysgolheigion wedi nodi ei bod yn ymddangos bod y Model Cymdeithasol wedi dod yn &#8216;beth cysegredig&#8217; gan fod gweithredwyr o\u2019r farn bod unrhyw ddadl yngl\u0177n \u00e2\u2019i gwirionedd yn adlewyrchu agweddau gwahaniaethol ac yn cefnogi syniadau meddygol, hanfodaethol o anabledd. Dadleuodd \u00f4l-fodernwyr fod y Model Cymdeithasol yn anwybyddu nam gwirioneddol, ac felly\u2019n methu \u00e2 chydnabod materion ymgorffori.<\/p>\n<p>Dadleuodd rhai, fel Shakespeare, nad yw gwrthwynebiad deuaidd nam (corfforol) ac anabledd (cymdeithasol) yn mynd i&#8217;r afael \u00e2 natur gymdeithasol namau corfforol, na&#8217;r realiti ymarferol bod anabledd yn cael ei achosi gan nam (Shakespeare 2006: 34). Mae adroddiadau \u00f4l-strwythurol yn ymgorffori damcaniaethau mwy cymhleth o&#8217;r pwnc, ac yn honni nad yw meta-naratif <em>pobl anabl <\/em>yn cydnabod amrywiaeth o fewn y categori anabledd, ac arwyddoc\u00e2d croestoriad anabledd ag echelinau eraill anghydraddoldeb, megis rhywedd neu hil: mater croestoriadedd, p\u0175er a braint (Shakespeare a Corker 2002: 15).<\/p>\n<figure id=\"post-3692 media-3692\" class=\"image w-100 align-none\"><img loading=\"lazy\" decoding=\"async\" class=\"\" style=\"width: 295px;height: 294px\" src=\"http:\/\/sites.cardiff.ac.uk\/education-development-toolkit\/files\/2023\/12\/wheel-of-power-priviedge-intersectionality.jpg\" alt=\"Wheel of power and privilidge showing the significance of intersectionality (Duckworth 2022)\" width=\"481\" height=\"479\" \/><\/figure>\n<p><strong>Y Model Perthynol Cymdeithasol<\/strong><\/p>\n<p>Yn adroddiad cyfosodedig Thomas (1999) o anabledd, y rhyngweithio rhwng nam ac anabledd mewn lleoliad cymdeithasol sy&#8217;n creu gormes.<\/p>\n<p>Mae anabledd yn fath o ormes cymdeithasol sy&#8217;n cynnwys gosod cyfyngiadau gweithgarwch ar bobl \u00e2 namau yn gymdeithasol a thanseilio eu lles seicoemosiynol yn gymdeithasol (Thomas, 1999: 7). Daw anabledd i rym dim ond pan fydd cyfyngiadau gweithgarwch a brofir gan bobl \u00e2 namau yn cael eu gosod yn gymdeithasol. Roedd Thomas o\u2019r farn bod nam yn cynnwys elfen camweithrediad corfforol ac elfen a luniwyd yn gymdeithasol. Ystyriodd mai anabledd yw\u2019r cyfyngiadau ar fywyd pob dydd a achosir gan y nam a&#8217;r trefniadau cymdeithasol sy&#8217;n arwain at ormesu pobl anabl, a defnyddiodd ddamcaniaethwyr ffeministaidd i ymestyn y diffiniad i gynnwys elfennau seicoemosiynol anabledd.<\/p>\n<p><strong>Datblygiadau Pellach o&#8217;r Modelau Damcaniaethol<\/strong><\/p>\n<p>I gael crynodeb ardderchog o ddatblygiad Damcaniaeth anabledd y tu hwnt i&#8217;r modelau uchod, gan gynnwys ystyried modelau byd-eang sy&#8217;n cydnabod amrywiaeth mewn syniadau y tu hwnt i safbwynt y Gorllewin, darllenwch bennod ragarweiniol Dan Goodley o&#8217;i lyfr, <a href=\"https:\/\/librarysearch.cardiff.ac.uk\/permalink\/44WHELF_CAR\/1fseqj3\/alma9911831170302420\">https:\/\/librarysearch.cardiff.ac.uk\/permalink\/44WHELF_CAR\/1fseqj3\/alma9911831170302420<\/a>Disability Studies: An Interdisciplinary Introduction <a href=\"https:\/\/librarysearch.cardiff.ac.uk\/permalink\/44WHELF_CAR\/1fseqj3\/alma9911831170302420\">https:\/\/librarysearch.cardiff.ac.uk\/permalink\/44WHELF_CAR\/1fseqj3\/alma9911831170302420<\/a>(2017, tudalennau 1-21). Mae hyn yn cwmpasu pedwar model anabledd trosfwaol: cymdeithasol, lleiafrifol, diwylliannol a pherthnasol, sy&#8217;n dechrau&#8217;r broses o ddad-drefedigaethu&#8217;r ddisgyblaeth, a rhoi sylw i ymagweddau a dangynrychiolir.<\/p>\n<h3><strong>Adran 2: Canfyddiadau Ymchwil ar Anabledd ac Addysg Uwch<\/strong><\/h3>\n<p>Cwblhaodd Morina (2017: 5) adolygiad llenyddiaeth manwl o\u2019r rhwystrau mae myfyrwyr anabl yn eu hwynebu, gan grynhoi\u2019r profiad bywyd a ddangoswyd yn yr ymchwil: &#8216;Mae llwybrau&#8217;r myfyrwyr hyn yn aml yn anodd iawn, braidd yn debyg i ras glwydi, ac mae myfyrwyr hyd yn oed yn diffinio eu hunain yn oroeswyr a rhedwyr pellter hir&#8217;. Tynnodd yr awdur sylw at y canfyddiadau allweddol ar draws llawer o astudiaethau:<\/p>\n<ul>\n<li>agweddau negyddol a ddangosir gan staff addysgu<\/li>\n<li>rhwystrau pensaern\u00efol;<\/li>\n<li>gwybodaeth a thechnoleg anhygyrch;<\/li>\n<li>rheolau a pholis\u00efau nad ydynt yn cael eu gorfodi mewn gwirionedd<\/li>\n<li>methodolegau addysgu nad ydynt yn ffafrio cynhwysiant<\/li>\n<\/ul>\n<p>Tynnodd sylw hefyd at y gyfradd ddatgelu isel ar gyfer &#8216;anableddau cudd&#8217;. Canfu fod canfyddiadau myfyrwyr o anableddau cudd yn perthyn yn agos i&#8217;r cysyniad o &#8216;normalrwydd&#8217;, ac efallai y byddant yn dewis peidio \u00e2 datgelu os ydynt yn dymuno cael eu hystyried a&#8217;u trin fel rhai &#8216;normal&#8217;. Efallai y byddant hefyd yn dewis peidio \u00e2 rhannu eu hanabledd os ydynt yn teimlo y byddai datgelu yn eu rhoi dan anfantais neu eu bod yn ofni cael eu stigmateiddio neu eu labelu, neu oherwydd eu bod yn credu nad oes ganddynt unrhyw anghenion arbennig nac anabledd. Canfu hefyd fod prifysgolion yn dal i ganolbwyntio\u2019n bennaf ar ddarparu addasiadau rhesymol unigol, yn enwedig mewn perthynas \u00e2 gwasanaethau cymorth i ddysgwyr, yn hytrach na darpariaeth gyffredinol a chynhwysol (Collins et al. 2019: 1485).<\/p>\n<p>OND yn fwyaf arwyddocaol, <strong>canfuwyd bod y canlyniadau yn y rhan fwyaf o gategor\u00efau yn debyg i gyfoedion nad oeddent yn anabl: <\/strong>y profiad bywyd, a&#8217;r daith trwy&#8217;r brifysgol, trwy arferion addysgu, agweddau, ailsefyll, tarfu ar astudio, neu heriau amgylchiadau esgusodol, sy&#8217;n creu anfantais ac yn eithrio myfyrwyr anabl.<\/p>\n<p>Roedd tri phwnc allweddol ar draws nifer o astudiaethau: agweddau aelodau&#8217;r gyfadran tuag at fyfyrwyr anabl; hyfforddiant cyfadran ar anabledd ac addysg gynhwysol; a strategaethau dylunio cyffredinol ar gyfer dysgu (Morina 2016; Collins et al, 2019).<\/p>\n<ul>\n<li><strong>Agweddau:\u00a0<\/strong>Mae ymchwil yn dangos bod gan staff academaidd, gan mwyaf, agwedd gadarnhaol at anableddau ond er eu bod yn gwerthfawrogi strategaethau addysg gynhwysol yn ddamcaniaethol, nid oeddent yn eu rhoi ar waith yn ymarferol. Yn ddiddorol, nid yw&#8217;r canlyniadau hyn yn cyd-fynd \u00e2 barn y myfyrwyr anabl, a nododd agweddau aelodau&#8217;r gyfadran tuag atynt fel y rhwystr mwyaf arwyddocaol.<\/li>\n<li><strong>Hyfforddiant:<\/strong> nodwyd bod angen i gyfadrannau gael hyfforddiant a bod yn ystyriol o anableddau. Fe wnaeth agweddau aelodau&#8217;r gyfadran wella ar \u00f4l iddynt gael eu hyfforddi a chael mwy o brofiad o sut i ymateb i anghenion y myfyrwyr anabl.<\/li>\n<li><strong>Dylunio Cyffredinol ar gyfer Dysgu<\/strong>: Mae myfyrwyr yn elwa o staff academaidd sy&#8217;n cymhwyso egwyddorion dylunio cyffredinol ar gyfer dysgu. Petai aelodau&#8217;r gyfadran yn defnyddio dylunio cyffredinol, ni fyddai angen addasiadau. Mae dylunio cyffredinol ar gyfer dysgu o fudd i bob myfyriwr, p\u2019un a oes ganddynt anableddau ai peidio (Edwards et al 2022)<\/li>\n<\/ul>\n<h2><strong>R\u00f4l Gallu Personol<\/strong><\/h2>\n<p>Mae ymchwil ddiweddar wedi archwilio r\u00f4l gallu personol, hunanreoleiddio, hunaneiriolaeth a hunanofal, ac wedi awgrymu bod angen addasiadau blaengar i gefnogi datblygiad myfyrwyr anabl: &#8216;Her sylweddol i sefydliadau addysg uwch yw sut i ddod o hyd i gydbwysedd priodol rhwng creu amgylcheddau dysgu &#8216;cynhwysol&#8217; sy&#8217;n darparu ar gyfer pob myfyriwr, cydnabod lle mae angen gwneud addasiadau penodol ar gyfer unigolion ag anghenion penodol, a gweithio mewn partneriaeth \u00e2&#8217;r dysgwr.&#8217; (Hewitt et al. 2018: 766).<\/p>\n<p>Yn yr ymagwedd hon, cydnabyddwn efallai y bydd angen cymorth unigol ac addasiadau rhesymol ar fyfyrwyr i ddechrau, ond rydym yn gweithio gyda nhw i ddatblygu annibyniaeth, hunaneiriolaeth a gallu, gan leihau addasiadau a\u2019u galluogi i ddatblygu tuag at annibyniaeth a chyflogadwyedd.<\/p>\n<figure id=\"post-4190 media-4190\" class=\"image align-none\"><img decoding=\"async\" style=\"width: 334px;height: 295px\" src=\"http:\/\/sites.cardiff.ac.uk\/education-development-toolkit\/files\/2024\/02\/disability-page-image.png\" alt=\"Diagram linking inclusive practices, individual adjustments and personal agency in a circle, 'progressive mutual accommodations' in between.\" \/><\/figure>\n<p><strong><em>Ffigur: Cydbwyso dylunio cynhwysol, addasiadau unigol a gallu unigol ar gyfer myfyrwyr ag anableddau mewn addysg uwch.<\/em><\/strong><\/p>\n<h3>Adran 3: Hygyrchedd Digidol<\/h3>\n<div class=\"accordion accordion-accessible\"><div class=\"accordion-section\">\n        <h2 class=\"accordion-section-header-title collapsed\" data-toggle=\"collapse\" href=\"#content-disability-and-dyslexia-references-cy-1\"\n        aria-expanded=\"false\"><svg class=\"icon icon-chevron-right\" xmlns=\"http:\/\/www.w3.org\/2000\/svg\" viewBox=\"0 0 19.75 32\">\n    <title>Chevron right<\/title>\n    <path d=\"M6.13,28.28L18.41,16,6.13,3.72,9.84,0l16,16-16,16Z\" transform=\"translate(-6.13 0)\"><\/path>\n<\/svg> Cyfeiriadau<\/h2> <div class=\"accordion-section-body collapse \" id=\"content-disability-and-dyslexia-references-cy-1\"><p>AHEAD 2023 UDL and the Continuum of Support. Ar gael yn: <a href=\"https:\/\/www.ahead.ie\/udl-pyramid\">https:\/\/www.ahead.ie\/udl-pyramid<\/a><\/p>\n<p>(BDA 2023) <em>Taflen Ffeithiau Dyslecsia<\/em>. Ar gael yn: <a href=\"https:\/\/cdn.bdadyslexia.org.uk\/uploads\/documents\/British-Dyslexia-Association-Dyslexia-Factsheet.pdf?v=1702999710\">https:\/\/cdn.bdadyslexia.org.uk\/uploads\/documents\/British-Dyslexia-Association-Dyslexia-Factsheet.pdf?v=1702999710<\/a><\/p>\n<p>Bunbury, M. 2020. Disability in higher education \u2013 do reasonable adjustments contribute to an inclusive curriculum?, <em>International Journal of Inclusive Education<\/em>, 24:9, 964-979, DOI:<\/p>\n<p>CAST. 2021.\u00a0 Universal Design for Learning Guidelines. Ar gael yn: https:\/\/www.cast.org\/impact\/universal-design-for-learning-udl<\/p>\n<p>CAST 2018. UDL and Assessment. <a href=\"http:\/\/udloncampus.cast.org\/page\/assessment_udl\">http:\/\/udloncampus.cast.org\/page\/assessment_udl<\/a><\/p>\n<p>Collins, A. Azmat, F. a Rentschler, R. 2019. \u2018Bringing everyone on the same journey\u2019: revisiting inclusion in higher education, <em>Studies in Higher Education<\/em>, 44:8, 1475-1487, DOI: 10.1080\/03075079.2018.1450852<\/p>\n<p>Myfyrwyr anabl 2023 <em>Adroddiad Access Insights 2023<\/em>. Ar gael yn: <a href=\"https:\/\/disabledstudents.co.uk\/research\/\">https:\/\/disabledstudents.co.uk\/research\/<\/a><\/p>\n<p>Dobson Waters, S. a Torgerson, C. J. 2020. Dyslexia in higher education: a systematic review of interventions used to promote learning, <em>Journal of Further and Higher Education<\/em>, 45(2), 226\u2013256. doi: https:\/\/doi.org\/10.1080\/0309877x.2020.1744545<\/p>\n<p>Edwards, M. Poed, S. Al-Nawab, H. Penna, O. 2022 Academic accommodations for university students living with disability and the potential of universal design to address their needs <em>Higher Education<\/em> (2022) 84: 779\u2013799<\/p>\n<p>EHRC 2014. <em>What equality law means for you as an education provider \u2013 further and higher education.\u00a0 <\/em><a href=\"https:\/\/www.equalityhumanrights.com\/sites\/default\/files\/what_equality_law_means_for_you_as_an_education_provide_further_and_higher_education.pdf\">https:\/\/www.equalityhumanrights.com\/sites\/default\/files\/what_equality_law_means_for_you_as_an_education_provide_further_and_higher_education.pdf<\/a><\/p>\n<p>Goodley, D. 2017. <em>Disability Studies: An Interdisciplinary Introduction.<\/em> Llundain: Sage<\/p>\n<p>Hamilton, L. a Petty, S. 2023 Compassionate pedagogy for neurodiversity in higher education: A conceptual analysis<em>. Frontiers in Psychology <\/em>Cyfrol 14, Chwefror 2023. Ar gael yn: <a href=\"https:\/\/www.frontiersin.org\/articles\/10.3389\/fpsyg.2023.1093290\/full\">https:\/\/www.frontiersin.org\/articles\/10.3389\/fpsyg.2023.1093290\/full<\/a><\/p>\n<p>Hewett, R. Douglas, G. McLinden, M. a Keil, S. 2020. Balancing inclusive design, adjustments and personal agency: progressive mutual accommodations and the experiences of university students with vision impairment in the United Kingdom. <em>International Journal of Inclusive Education<\/em>, 24:7, 754-770, DOI: 10.1080\/13603116.2018.1492637<\/p>\n<p>Hockings, C. 2010. <em>Inclusive Learning and Teaching in Higher Education: A Synthesis of Research<\/em>. Efrog: Yr Academi Addysg Uwch.<\/p>\n<p>Lawrie, G., Marquis, E., Fuller, E., Newman, T., Qui, M., Nomikoudis, M., Roelofs, F., a van Dam, L. (2017) Moving towards inclusive learning and teaching: A synthesis of recent literature. <em>Teaching and Learning Inquiry <\/em>5 (1)<\/p>\n<p>Morina, A. 2017 Inclusive education in higher education: challenges and opportunities, <em>European Journal of Special Needs Education<\/em>, 32:1, 3-17, DOI: 10.1080\/08856257.2016.1254964<\/p>\n<p>Pavey, B., Meehan, M. &amp; Waugh, A.\u00a0 (2010 <em>Dyslexia-friendly Further &amp; Higher Education.<\/em> Llundain: Sage<\/p>\n<p>Ryder, S. a Norwich, B. 2018. UK higher education lecturers\u2019 perspectives of dyslexia, dyslexic students and related disability provision. {I&gt;JORSEN&lt;I} 19: 161-172<a href=\"https:\/\/doi.org\/10.1111\/1471-3802.12438\"><strong>https:\/\/doi.org\/10.1111\/1471-3802.12438<\/strong><\/a><\/p>\n<p>Shakespeare, T. 2006. <em>Disability Rights and Wrongs<\/em>. Llundain: Routledge<\/p>\n<p>Shakespeare, T. a Corker, M. 2002. Disability\/Postmodernity: Embodying Disability Theory. Continuum Press<\/p>\n<p>Signhealth. 2023 Learn about Deafness. Ar gael yn: <a href=\"https:\/\/signhealth.org.uk\/resources\/learn-about-deafness\/\">https:\/\/signhealth.org.uk\/resources\/learn-about-deafness\/<\/a><\/p>\n<p>Eira, MJ (2008). Specific Disorders and Broader Phenotypes: The Case of Dyslexia.\u00a0<em>Quarterly Journal of Experimental Psychology<\/em>,\u00a0<em>61<\/em>(1), 142-156<\/p>\n<p>Tai, J. et al. 2022 Assessment for inclusion: rethinking contemporary strategies in assessment design. <em>Higher Education Research and Development <\/em>(Ar-lein) DOI: 10.1080\/07294360.2022.2057451<\/p>\n<p>Thomas, C. 1999<em>. Female Forms: Experiencing and Understanding Disability. Llundain: Gwasg Prifysgol Rhydychen<\/em><\/p>\n<p>Undeb Pobl \u00e2 Nam Corfforol yn erbyn Gwahanu (UPIAS). 1976.<em> Fundamental Principles of Disability. <\/em>Llundain: UPIAS<\/p>\n<p><em>UCAS 2022. NEXT STEPS: WHAT IS THE EXPERIENCE OF DISABLED STUDENTS IN EDUCATION? Ar gael yn: <\/em><a href=\"https:\/\/www.ucas.com\/next-steps-what-experience-disabled-students-education?hash=Khe12QF8sBath7P7hVMMpU9lSoJrAtS5f9zaLjf2-MI\">https:\/\/www.ucas.com\/next-steps-what-experience-disabled-students-education?hash=Khe12QF8sBath7P7hVMMpU9lSoJrAtS5f9zaLjf2-MI<\/a><\/p>\n<p>Undeb Pobl \u00e2 Nam Corfforol yn erbyn Gwahanu (UPIAS). 1976. <em>Fundamental Principles of Disability. <\/em>Llundain: UPIAS<\/p>\n<p>&nbsp;<\/p>\n<p>&nbsp;<\/p>\n<\/div> <\/div><\/div>\n<hr \/>\n<h2>Ble Nesaf?<\/h2>\n<p><span data-contrast=\"none\">Addysg Gynhwysol: Mynegai&#8217;r Pynciau<\/span><span data-ccp-props=\"{&quot;134245418&quot;:true,&quot;134245529&quot;:true,&quot;335559738&quot;:360,&quot;335559739&quot;:80}\">\u00a0<\/span><\/p>\n<figure id=\"post-7198 media-7198\" class=\"image align-none\"><img decoding=\"async\" src=\"http:\/\/sites.cardiff.ac.uk\/education-development-toolkit\/files\/2024\/10\/Inclusive-education-map-3.png\" alt=\"\" \/><\/figure>\n<figure><\/figure>\n<figure class=\"image align-none\"><span style=\"background-color: #ffffff\">Rydych chi ar dudalen<\/span><strong style=\"background-color: #ffffff\"> 2 o 9 <\/strong><span style=\"background-color: #ffffff\">o\u2019r tudalennauthema Cynwysoldeb. Archwiliwch y lleill yma:<\/span><\/figure>\n<p><a href=\"https:\/\/sites.cardiff.ac.uk\/education-development-toolkit\/cy\/trosolwg-or-themau\/cynwysoldeb\/cyflwyniad-i-addysg-gynhwysol\/\">1..Cynwysoldeb a Fframwaith Addysg Gynhwysol Prifysgol Caerdydd<\/a><\/p>\n<p><a href=\"https:\/\/sites.cardiff.ac.uk\/education-development-toolkit\/cy\/trosolwg-or-themau\/cynwysoldeb\/cyflwyniad-i-addysg-gynhwysol\/\"><strong>2.Cyflwyniad i Addysg Gynhwysol<\/strong><\/a><br \/>\n<a href=\"https:\/\/sites.cardiff.ac.uk\/education-development-toolkit\/cy\/trosolwg-or-themau\/cynwysoldeb\/meithrin-ymdeimlad-o-berthyn-i-bob-myfyriwr\/\"><strong>3. <\/strong>Meithrin ymdeimlad o berthyn i bob myfyriwr;<\/a><br \/>\n<a href=\"https:\/\/sites.cardiff.ac.uk\/education-development-toolkit\/cy\/trosolwg-or-themau\/cynwysoldeb\/grymuso-myfyrwyr-i-wireddu-eu-potensial\/\">4. Grymuso myfyrwyr i gyflawni eu potensial;<\/a><br \/>\n<a href=\"https:\/\/sites.cardiff.ac.uk\/education-development-toolkit\/cy\/trosolwg-or-themau\/cynwysoldeb\/datblygu-meddyliau-cynhwysol\/\">5. Datblygu meddylfryd cynhwysol<\/a><br \/>\n<a href=\"https:\/\/sites.cardiff.ac.uk\/education-development-toolkit\/cy\/trosolwg-or-themau\/cynwysoldeb\/dylunio-cyffredinol-ar-gyfer-dys-cynfyfyrwyrgu\/\">6. Dylunio Cyffredinol ar gyfer Dysgu\u202f<\/a><br \/>\n<a href=\"https:\/\/sites.cardiff.ac.uk\/education-development-toolkit\/cy\/trosolwg-or-themau\/cynwysoldeb\/hygychedd-digidol\/\">7. Hygyrchedd Digidol<\/a><\/p>\n<p><a href=\"https:\/\/sites.cardiff.ac.uk\/education-development-toolkit\/cy\/trosolwg-or-themau\/cynwysoldeb\/anabledd-a-dyslecsia\/\">8. Anabledd a Dyslecsia<\/a><\/p>\n<p><a href=\"https:\/\/sites.cardiff.ac.uk\/education-development-toolkit\/cy\/trosolwg-or-themau\/cynwysoldeb\/myfyrwyr-rhyngwladol\/\">9. Myfyrwyr Rhyngwladd<\/a><\/p>\n","protected":false},"excerpt":{"rendered":"Cyflwyniad Yn gyntaf, rhai safbwyntiau ar anabledd yn y brifysgol: https:\/\/www.youtube.com\/watch?v=rjgkowqHLto 1. Cysyniadu Anabledd Ffigur: Y naw nodwedd warchodedig yn Neddf Cydraddoldeb 2010 Mae Deddf Cydraddoldeb y DU(2010) yn diffinio\u2019r [&hellip;]","protected":false},"author":1,"featured_media":0,"parent":3943,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"footnotes":""},"categories":[],"tags":[],"class_list":["post-8392","page","type-page","status-publish","hentry"],"meta_box":{"cu_accordion":"","cu_alert":"","cu_tabs":"","cu_quote":""},"_links":{"self":[{"href":"http:\/\/sites.cardiff.ac.uk\/education-development-toolkit\/wp-json\/wp\/v2\/pages\/8392","targetHints":{"allow":["GET"]}}],"collection":[{"href":"http:\/\/sites.cardiff.ac.uk\/education-development-toolkit\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"http:\/\/sites.cardiff.ac.uk\/education-development-toolkit\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"http:\/\/sites.cardiff.ac.uk\/education-development-toolkit\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"http:\/\/sites.cardiff.ac.uk\/education-development-toolkit\/wp-json\/wp\/v2\/comments?post=8392"}],"version-history":[{"count":4,"href":"http:\/\/sites.cardiff.ac.uk\/education-development-toolkit\/wp-json\/wp\/v2\/pages\/8392\/revisions"}],"predecessor-version":[{"id":8552,"href":"http:\/\/sites.cardiff.ac.uk\/education-development-toolkit\/wp-json\/wp\/v2\/pages\/8392\/revisions\/8552"}],"up":[{"embeddable":true,"href":"http:\/\/sites.cardiff.ac.uk\/education-development-toolkit\/wp-json\/wp\/v2\/pages\/3943"}],"wp:attachment":[{"href":"http:\/\/sites.cardiff.ac.uk\/education-development-toolkit\/wp-json\/wp\/v2\/media?parent=8392"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"http:\/\/sites.cardiff.ac.uk\/education-development-toolkit\/wp-json\/wp\/v2\/categories?post=8392"},{"taxonomy":"post_tag","embeddable":true,"href":"http:\/\/sites.cardiff.ac.uk\/education-development-toolkit\/wp-json\/wp\/v2\/tags?post=8392"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}