Cymorth / Support

Strategaethau Cyffredinol

• Cyfle i ddarllen/dysgu am nod y wers cyn y wers, ac amser ychwanegol i ail ymweld ar ôl y wers.  

• Geirfa bynciol/thema ar gael iddynt cyn y wers/dasg. 

• Rhoi gwybodaeth ar bapur neu ar ddyfais o’u blaenau yn lle copïo o’r bwrdd gwyn. 

• Dysgu aml-synhwyrol e.e cliwiau gweledol. 

• Clod am ymdrech a llwyddianau. 

• Canolbwyntio ar agweddau positif. 

• Osgoi rhoi targed afrealistig e.e. canolbwyntio fel targed i ddisgybl gydag ADHD. 

• Rheolau a chanllawiau byr, syml a chlir. 

• Trefn tasgau syml a chlir. Rhoi digon o amser i gwbwlhau tasgau. 

• Trafod sut y mae’r disgybl yn dysgu orau gyda nhw, dod i adnabod yr unigolyn. 

Dathlwch unrhyw lwyddiant – mae hunan-hyder ac hunan-werth y disgyblion yma’n aml yn fregus. Cofiwch fod yr ymdrech maen nhw'n gorfod ei wneud i gadw fyny gyda chyflymder dosbarth prif ffrwd yn gallu bod yn flinedig iawn. Heb gymorth priodol gall eu hagwedd tuag at ddysgu droi yn negyddol ac effeithio’u gallu i ddysgu. 

General Strategies

• An opportunity to read/learn about the lesson objective before the lesson, and time to revisit after the lesson.

• Topic/subject vocabulary available before the lesson/task.

• Information on paper or as a screenshot in front of the child instead of copying from the whiteboard.

• Multi-sensory learning e.g.visual cues. 

• Praise for effort and success. 

• Focus on positives 

• Avoid setting an unrealistic target e.g. "concentrate" as a target for an ADHD pupil. 

• Short, simple and clear rules and guidlines.

• Tasks set out simply and clearly. More time to complete tasks. 

• Discuss with the pupil how they learn best, get to know the individual. 

Celebrate any success - these pupils' self-confidence and self-worth is often fragile. Remember the effort they need to make to keep up with the mainstream class pace can be tiring for them. Without appropriate support their attitude to learning can change to be negative and can affect their ability to learn.