{"id":8413,"date":"2024-11-28T10:35:41","date_gmt":"2024-11-28T10:35:41","guid":{"rendered":"https:\/\/sites.cardiff.ac.uk\/education-development-toolkit\/?page_id=8413"},"modified":"2024-12-13T15:06:06","modified_gmt":"2024-12-13T15:06:06","slug":"cynllun-pontio-ac-ymsefydlu","status":"publish","type":"page","link":"http:\/\/sites.cardiff.ac.uk\/education-development-toolkit\/cy\/trosolwg-or-themau\/cynwysoldeb\/myfyrwyr-rhyngwladol\/cynllun-pontio-ac-ymsefydlu\/","title":{"rendered":"Cynllun Pontio ac Ymsefydlu"},"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\" gradientUnits=\"userSpaceOnUse\" gradientTransform=\"translate(0 0)\"><stop id=\"etZNF97Wf1q3-fill-0\" offset=\"0%\" stop-color=\"#12d69e\"\/><stop id=\"etZNF97Wf1q3-fill-1\" offset=\"100%\" stop-color=\"#00a870\"\/><\/linearGradient><linearGradient id=\"etZNF97Wf1q4-fill\" x1=\"0\" y1=\"153.98\" x2=\"318.986\" y2=\"153.98\" spreadMethod=\"pad\" gradientUnits=\"userSpaceOnUse\" gradientTransform=\"translate(0 0)\"><stop id=\"etZNF97Wf1q4-fill-0\" offset=\"0%\" stop-color=\"#02beff\"\/><stop id=\"etZNF97Wf1q4-fill-1\" offset=\"100%\" stop-color=\"#009dc1\"\/><\/linearGradient><linearGradient id=\"etZNF97Wf1q5-fill\" x1=\"-0.199167\" y1=\"512.304\" x2=\"309.144\" y2=\"512.304\" spreadMethod=\"pad\" gradientUnits=\"userSpaceOnUse\" gradientTransform=\"translate(0 0)\"><stop id=\"etZNF97Wf1q5-fill-0\" offset=\"0%\" stop-color=\"#fecb4d\"\/><stop id=\"etZNF97Wf1q5-fill-1\" offset=\"100%\" stop-color=\"#f49d03\"\/><\/linearGradient><linearGradient id=\"etZNF97Wf1q6-fill\" x1=\"361.627\" y1=\"159.063\" x2=\"671.043\" y2=\"159.063\" spreadMethod=\"pad\" gradientUnits=\"userSpaceOnUse\" gradientTransform=\"translate(0 0)\"><stop id=\"etZNF97Wf1q6-fill-0\" offset=\"0%\" stop-color=\"#ff6969\"\/><stop id=\"etZNF97Wf1q6-fill-1\" offset=\"100%\" stop-color=\"#fc3838\"\/><\/linearGradient><\/defs><g transform=\"translate(-489-1740)\"><path d=\"M636.253,636.253c47.169-47.169,47.169-122.638,0-168.759L536.675,366.868c-4.193-4.193-8.386-5.241-13.627-5.241s-9.433,2.096-13.626,5.241c-8.386,7.337-7.338,20.963,0,28.301l53.458,53.458c2.096,2.096,3.144,7.337,1.048,9.433-3.145,3.145-7.338,3.145-10.482,1.048L469.59,375.253c-4.192-4.193-8.385-5.241-13.626-5.241s-9.434,2.096-13.627,5.241c-8.385,7.337-7.337,20.964,0,28.301l82.808,82.808c3.144,3.144,3.144,7.337,0,10.481-3.145,3.145-7.338,3.145-10.482,0L404.602,384.687c-4.192-4.193-8.385-5.241-13.626-5.241s-9.434,2.096-13.627,5.241c-7.337,7.337-7.337,19.915,0,27.253L488.458,523.048c2.096,2.097,3.144,7.338,1.048,9.434-3.144,3.145-7.337,3.145-10.482,1.048l-94.337-93.289c-4.193-4.193-8.386-5.241-13.627-5.241s-9.433,2.096-13.626,5.241c-7.338,7.337-7.338,19.916,0,27.253l121.59,121.59c7.338,7.338-1.048,20.964-10.482,16.771l-37.735-14.674c-5.241-2.097-10.482-2.097-14.674,0-4.193,2.096-8.386,5.241-10.482,10.482-4.193,10.482,1.048,20.964,10.482,25.156l91.192,35.639c44.024,17.819,94.338,7.337,128.928-26.205v0Z\" transform=\"matrix(1.13937 0 0 1 503.331 1752.58)\" fill=\"url(#etZNF97Wf1q3-fill)\"\/><path d=\"M34.5904,34.5904c-47.1687,47.1686-47.1687,122.6386,0,168.7586l99.5786,99.579c4.192,4.193,8.385,5.241,13.626,5.241s9.434-2.097,13.627-5.241c8.385-7.338,7.337-20.964,0-28.301l-53.458-53.458c-3.145-1.049-3.145-6.289-1.048-8.386c3.144-3.144,7.337-3.144,10.482-1.048l83.855,83.855c4.193,4.193,8.386,5.241,13.627,5.241c5.24,0,9.433-2.096,13.626-5.241c8.386-7.337,7.337-20.963,0-28.301l-82.807-82.807c-3.145-3.145-3.145-7.337,0-10.482c3.144-3.145,7.337-3.145,10.482,0L267.289,285.108c4.193,4.193,8.386,5.241,13.627,5.241s9.433-2.096,13.626-5.241c7.338-7.337,7.338-19.915,0-27.253L182.386,147.795c-2.097-2.096-3.145-7.337-1.049-9.434c3.145-3.144,7.338-3.144,10.482-1.048l93.289,93.289c4.193,4.193,8.386,5.241,13.627,5.241s9.434-2.096,13.626-5.241c7.338-7.337,7.338-19.915,0-27.253L191.819,81.759c-7.337-7.3373,1.048-20.9638,10.482-16.771l37.735,14.6747c5.241,2.0963,10.482,2.0963,14.675,0c4.193-2.0964,8.385-5.241,10.482-10.482c4.193-10.4819-1.048-20.9638-10.482-25.1566L163.518,8.38554C119.494,-9.43374,69.1807,1.04819,34.5904,34.5904v0Z\" transform=\"matrix(1.13937 0 0 1 503.331 1752.58)\" fill=\"url(#etZNF97Wf1q4-fill)\"\/><path d=\"M34.5904,636.253c47.1686,47.169,122.6386,47.169,168.7586,0l99.579-99.578c4.193-4.193,5.241-8.386,5.241-13.627s-2.097-9.433-5.241-13.626c-7.338-8.386-20.964-7.338-28.301,0L221.169,562.88c-1.049,3.144-6.289,3.144-8.386,1.048-3.144-3.145-3.144-7.338-1.048-10.482L295.59,469.59c4.193-4.192,5.241-8.385,5.241-13.626s-2.096-9.434-5.241-13.627c-7.337-8.385-20.963-7.337-28.301,0l-82.807,82.808c-3.145,3.144-7.337,3.144-10.482,0-3.145-3.145-3.145-7.338,0-10.482L285.108,403.554c4.193-4.193,5.241-8.385,5.241-13.626s-2.096-9.434-5.241-13.627c-7.337-7.337-19.915-7.337-27.253,0L147.795,488.458c-2.096,2.096-7.337,3.144-9.434,1.048-3.144-3.144-3.144-7.337-1.048-10.482l93.289-93.289c4.193-4.193,5.241-8.386,5.241-13.627c0-5.24-2.096-9.433-5.241-13.626-7.337-7.337-19.915-7.337-27.253,0L81.759,479.024c-7.3373,7.338-20.9638-1.048-16.771-10.482l14.6747-37.735c2.0963-5.241,2.0963-10.482,0-14.674-2.0964-4.193-5.241-8.386-10.482-10.482-10.4819-4.193-20.9638,1.048-25.1566,10.482L8.38554,507.325C-9.43374,551.349,1.04819,601.663,34.5904,636.253v0Z\" transform=\"matrix(1.13937 0 0 1 503.331 1752.58)\" fill=\"url(#etZNF97Wf1q5-fill)\"\/><path d=\"M636.253,34.5904c-47.169-47.1687-122.638-47.1687-168.759,0L366.868,134.169c-4.193,4.192-5.241,8.385-5.241,13.626s2.096,9.434,5.241,13.627c7.337,8.385,20.963,7.337,28.301,0l53.458-53.458c2.096-2.097,7.337-3.145,9.433-1.048c3.145,3.144,3.145,7.337,1.048,10.482l-83.855,83.855c-4.193,4.193-5.241,8.386-5.241,13.627c0,5.24,2.096,9.433,5.241,13.626c7.337,8.386,20.964,7.337,28.301,0l82.808-82.807c3.144-3.145,7.337-3.145,10.481,0c3.145,3.144,3.145,7.337,0,10.482L384.687,266.241c-4.193,4.193-5.241,8.386-5.241,13.626c0,5.241,2.096,9.434,5.241,13.627c7.337,7.337,19.915,7.337,27.253,0L523.048,182.386c2.097-2.097,7.338-3.145,9.434-1.049c3.145,3.145,3.145,7.338,1.048,10.482l-93.289,94.338c-4.193,4.192-5.241,8.385-5.241,13.626s2.096,9.434,5.241,13.627c7.337,7.337,19.916,7.337,27.253,0l121.59-121.591c7.338-7.337,20.964,1.048,16.771,10.482l-14.674,37.735c-2.097,5.241-2.097,10.482,0,14.675c2.096,4.193,5.241,8.385,10.482,10.482c10.482,4.193,20.964-1.048,25.156-10.482l35.639-91.193c17.819-44.024,7.337-94.3373-26.205-128.9276v0Z\" 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 \n\n                        <div class=\"alert alert alert-success\">        \n            \n            <div class=\"alert-body\">            \n                <h3>Awgrymiadau da ar gyfer ymsefydlu<\/h3>                <ul>\n<li>Cysylltwch cyn i fodiwlau neu raglenni ddechrau, gan gyflwyno'ch hun a rhannu gwybodaeth allweddol am y modiwl a'r disgwyliadau. Cyfeiriwch fyfyrwyr at y cymorth sydd ar gael iddynt.<\/li>\n<li>\u00a0Yn ystod darlithoedd neu seminarau, anogwch fyfyrwyr i rannu profiadau, a rhowch gyfleoedd cymorth cymheiriaid ar gyfer y ddisgyblaeth a\u2019r profiad ehangach yn y brifysgol.<\/li>\n<li>Cyfeiriwch fyfyrwyr at wasanaethau cymorth y brifysgol fel gwasanaethau academaidd yn ogystal \u00e2 gwybodaeth ehangach am yr ardal leol a'r hyn sydd ar gael.<\/li>\n<li>Anogwch fyfyrwyr i gofleidio cymysgu ag eraill fel profiad dysgu naturiol a chadarnhaol (eto, gall hyn fod trwy gyfarfodydd anffurfiol e.e. cyfleoedd i ddod at ei gilydd ar ddiwedd tymor)<\/li>\n<\/ul>\n            <\/div>\n        <\/div> \n\n    \n<p>Mae prifysgolion yn cynnig ystod eang o brosesau sefydlu i fyfyrwyr gyda ffocws ar bontio\u2019n llwyddiannus i\u2019r diwylliant addysgol newydd. Fodd bynnag, nid wythnosau cyntaf y brifysgol yn unig yr ydym yn golygu ond sut mae myfyrwyr yn ymdopi \u00e2\u2019u taith fel myfyrwyr a\u2019r prosesau pontio yn y brifysgol, trwy gydol eu hamser ynddi a\u2019r tu allan iddi.<\/p>\n<p>Mae&#8217;r broses bontio yn yr ystyr ehangaf yn gymhleth ac yn cynnwys ystod enfawr o randdeiliaid a hunaniaethau croestoriadol. Mae myfyrwyr yn gweld y broses bontio yn heriol (Kift et al, 2010), ac mae ymchwil yn awgrymu bod y broses hyd yn oed yn anoddach mynd trwyddi i fyfyrwyr rhyngwladol (Wu &amp; Hammond 2011). Mae&#8217;r cyfnod sefydlu yn chwarae rhan bwysig yn llwyddiant myfyrwyr i ymaddasu i&#8217;w cyd-destun newydd a lleihau effeithiau sioc diwylliant gwahanol. Gall hefyd helpu myfyrwyr i ffurfio rhwydwaith sy&#8217;n dod yn sylfaen ar gyfer gwaith t\u00eem o fewn lleoliad academaidd, ac sy\u2019n cynnig cymorth cymheiriaid er budd profiad ehangach y myfyriwr. Mae mwy o ddeunydd darllen ac adnoddau ar bwnc sefydlu a phontio i&#8217;w gweld yn yr adran Archwilio\u2019n Ddyfnach trwy glicio \u00a0yma\u00a0 .<\/p>\n<p>Isod fe welwch gyngor ar sail dimensiynau Bell (2016) o&#8217;r model cymorth pontio rhyngwladol &#8216;. Os ydych yn dymuno \u00a0ymchwilio&#8217;n ddyfnach i\u2019r thema hon, cliciwch y ddolen hon i&#8217;r adran Archwilio\u2019n Ddyfnach.<\/p>\n<figure id=\"post-4764 media-4764\" class=\"image align-none\"><img decoding=\"async\" src=\"http:\/\/sites.cardiff.ac.uk\/education-development-toolkit\/files\/2024\/04\/Screenshot-2024-04-16-092704.png\" alt=\"; 3 overlapping circles venn diagram. 2 arrows circling the image and 3 boxes next to each circle. Top circle (purple): pre-sessional language classes sessional language classes informal language groups English for Specific Purposes courses Subject related language preparation. Right side rectangle: English Language Ability ( Language shock, group work, reading intensity, misaligned expectations and understandings) Bottom left circle (green): prearrival academic preparation academic writing\/study skills support targeted learning resources pathway preparation embedded academic support. left green rectangle: Academic expectations and integration ( learning shock, misaligned expectations, critical thinking; independent learning; academic writing conventions and cultures; teachers' roles' performance impacts; assessments and gradings. bottom right circle ( blue): prearrival engagement orientation guides dedication induction campus tours dedicated student advisers student services buddy\/ peer mentors social\/cultural events bottom rectangle (blue); socio-cultural integration. (Culture shock; loss of 'identity'; making friends with home students; orientation of new environment; feelings of homesickness and loneliness) Green and purple circle overlap: C academic integration Blue and purple circles overlap: B socio-cultural All 3 circles overlap: A English language\" \/><\/figure>\n<p>Mae pontio\u2019n gallu digwydd trwy gydol taith y myfyriwr a phan fydd yn llwyddiannus mae\u2019n gallu arwain at ddatblygu hunaniaeth a ffyrdd newydd o wybod (Beach 1999, yn Ecochard a Fotheringham 2017:101). Mae Ploner (2018) yn trafod lletygarwch academaidd sy&#8217;n canolbwyntio ar y cyfnewid cilyddol rhwng &#8216;gwesteiwr&#8217; a &#8216;gwestai&#8217;. Pan fyddwch yn cymhwyso&#8217;r cysyniad hwn i fyfyrwyr rhyngwladol, rydych yn ail-fframio&#8217;r naratif diffygion ac yn symud tuag at y syniad o werthfawrogi a dysgu o ddifri o wahanol ddiwylliannau.<\/p>\n<p>Bydd gan fyfyrwyr sy&#8217;n mynd i&#8217;r brifysgol brofiadau a disgwyliadau cymysg. Mae myfyrwyr rhyngwladol sy&#8217;n teithio i astudio wedi dangos ymrwymiad eisoes i astudio mewn gwlad arall. Fodd bynnag, gall y realiti fod yn wahanol iawn i&#8217;r disgwyliad. I fyfyriwr brodorol, mae\u2019r broses o fynd i mewn i gyd-destun newydd fod yn heriol mewn sawl ffordd. Mae dimensiynau ychwanegol addasu i ddiwylliant newydd o fewn y broses bontio yn creu her ychwanegol i fyfyrwyr rhyngwladol. Mae angen ystyried y rhain wrth gynllunio prosesau sefydlu a throsglwyddo. Nid yw pontio\u2019r bwlch rhwng profiad blaenorol a disgwyliadau i sicrhau bod pob myfyriwr yn gallu perfformio i\u2019w botensial yn golygu newid yr hyn a ofynnwn i fyfyrwyr, ond mae\u2019n golygu cydnabod graddfa\u2019r pontio y mae rhai myfyrwyr yn ei wynebu (Scudamore 2013).<\/p>\n<p>(Scudamore 2013: 10) yn nodi bod sawl cam i\u2019r broses bontio sy\u2019n gallu para dros ychydig fisoedd. Gaallai rhai neu bob un fod yn brofiadau gan fyfyrwyr:<\/p>\n<figure id=\"post-4684 media-4684\" class=\"image align-none\"><img decoding=\"async\" src=\"http:\/\/sites.cardiff.ac.uk\/education-development-toolkit\/files\/2024\/04\/Screenshot-2024-01-23-132804.png\" alt=\"4 blue rectangles flow map. 1. Euphoria. 2. Disorientation 3. Rejection by and\/or of the new culture. 4. Reintegration.\" \/><\/figure>\n<p>Ffigur: Camau pontio (Scudamore 2013, t10)<\/p>\n<h3>Dimensiynau addasu<\/h3>\n<p>Yn fras, mae&#8217;r llenyddiaeth yn cyflwyno 3 dimensiwn addasu ar gyfer myfyrwyr rhyngwladol:<\/p>\n<figure id=\"post-4696 media-4696\" class=\"image align-none\"><img decoding=\"async\" src=\"http:\/\/sites.cardiff.ac.uk\/education-development-toolkit\/files\/2024\/04\/dimensions-of-adjustment.png\" alt=\"3 overlapping circles venn diagram: Academic, Linguistic and Socio-cultural\" \/><\/figure>\n<p>Dyma enghraifft o rai heriau y gall myfyrwyr rhyngwladol eu hwynebu wrth addasu i&#8217;r brifysgol:<\/p>\n<table>\n<thead>\n<tr>\n<td>Academaidd<\/td>\n<td>Ieithyddol<\/td>\n<td>Cymdeithasol-ddiwylliannol<\/td>\n<\/tr>\n<\/thead>\n<tbody>\n<tr>\n<td>Arferion addysgu<\/td>\n<td>Cyfathrebu \u00e2 siaradwyr brodorol (cyflymder, acen, cywair, iaith y corff a llafaredd ac ati)<\/td>\n<td>Dod o hyd i\u2019w ffordd o gwmpas dinas newydd, ymgyfarwyddo \u00e2\u2019r system drafnidiaeth gyhoeddus, dod o hyd i lety<\/td>\n<\/tr>\n<tr>\n<td>Deinameg ystafell ddosbarth<\/td>\n<td>Diffyg cyfatebiaeth rhwng profion hyfedredd safonol a realiti<\/td>\n<td>Gwneud cylch ffrindiau newydd<\/td>\n<\/tr>\n<tr>\n<td>Traddodiadau craidd dysgu ac addysgu (e.e. dysgu sy&#8217;n canolbwyntio ar y myfyriwr)<\/td>\n<td>Deall a chynhyrchu testunau academaidd<\/td>\n<td>Ymuno \u00e2&#8217;r system gofal iechyd<\/td>\n<\/tr>\n<tr>\n<td>Gwerthoedd craidd (e.e. cysyniadau llwyddiant)<\/td>\n<td><\/td>\n<td>Addasu i fwyd, tywydd, confensiynau cymdeithasol<\/td>\n<\/tr>\n<tr>\n<td>Aseiniadau a dulliau asesu<\/td>\n<td><\/td>\n<td>Delio \u00e2 phwysau ariannol<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<p>&nbsp;<\/p>\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":"Mae prifysgolion yn cynnig ystod eang o brosesau sefydlu i fyfyrwyr gyda ffocws ar bontio\u2019n llwyddiannus i\u2019r diwylliant addysgol newydd. Fodd bynnag, nid wythnosau cyntaf y brifysgol yn unig yr [&hellip;]","protected":false},"author":1,"featured_media":0,"parent":4615,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"footnotes":""},"categories":[],"tags":[],"class_list":["post-8413","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\/8413","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=8413"}],"version-history":[{"count":4,"href":"http:\/\/sites.cardiff.ac.uk\/education-development-toolkit\/wp-json\/wp\/v2\/pages\/8413\/revisions"}],"predecessor-version":[{"id":8563,"href":"http:\/\/sites.cardiff.ac.uk\/education-development-toolkit\/wp-json\/wp\/v2\/pages\/8413\/revisions\/8563"}],"up":[{"embeddable":true,"href":"http:\/\/sites.cardiff.ac.uk\/education-development-toolkit\/wp-json\/wp\/v2\/pages\/4615"}],"wp:attachment":[{"href":"http:\/\/sites.cardiff.ac.uk\/education-development-toolkit\/wp-json\/wp\/v2\/media?parent=8413"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"http:\/\/sites.cardiff.ac.uk\/education-development-toolkit\/wp-json\/wp\/v2\/categories?post=8413"},{"taxonomy":"post_tag","embeddable":true,"href":"http:\/\/sites.cardiff.ac.uk\/education-development-toolkit\/wp-json\/wp\/v2\/tags?post=8413"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}