Inspiration from others | Ysbrydoliaeth gan Eraill

shaking hands through a laptopI attended the University of Edinburgh Learning and Teaching conference on 15th June. They opened their first day to outsiders which was a nice taster of what was to come over the three-day event. Opened by their dignitaries, to be expected, which was interesting and heartening to hear the similarities in our institutions over the last year’s hard graft by staff and students. They too celebrated their HEA fellows and encouraged others to engage with their process.

The two keynote speakers that followed were excellent and generated lots of discussion on the webinar Q&A. The first was “Curriculum Considerations In Supercomplex Times” from Kerri-Lee Krause who is Provost and Senior Deputy Vice-Chancellor at Avondale University College, Australia (UoE’s VP is from Australia so there was a connection). This was a very interesting discussion and sharing of her research into transforming the curriculum. She posed 4 questions: Q1 What is Curriculum Transformation? Q2 Why bother about is Curriculum Transformation? Q3 Who is leading Curriculum Transformation? And Q4 How will you engage with Curriculum Transformation? She encouraged us all to answer them either in the chat or just on paper. I tweeted the questions and then added my personal response. I thought that it would be interesting for us as a team to respond, even without listening to @kerrileekrause presentation I think it would be an excellent exercise for us all to consider as we are all academic developers. You can find my tweets @mandyjjack the direct links to each question tweets are above.

The second keynote Rowena Arshad, Professor Emerita and Personal Chair of Multicultural and Anti-Racist Education, University of Edinburgh, “Diversity in Learning and Teaching: Is Inclusion Truly Available?” This was a very powerful address where Rowena discussed a more holistic approach. The key points she discussed:

  1. Inclusive – and the need to considers the diversity of learners, the ethos of the space, the language, curriculum content, and pedagogic approaches.
  2. Antiracist – the challenges of it, the values and structures that perpetuate systematic racism.
  3. Decolonising the curriculum – and the need to critically examine the power and the history. That it isn’t simply adding a varied range of sources in our reading lists. It is not just about adding diversity, but learning from different perspectives, and about a different, more collective vision.

I couldn’t attend in the afternoon, but here is the link to their blog there are some interesting titles and some have useful links within their blurb that may be work a look. If the recording to the keynotes is distributed I’ll add it.


shaking hands through a laptopGwnes i fynychu cynhadledd Dysgu ac Addysgu Prifysgol Caeredin ar 15 Mehefin. Roedd y diwrnod cyntaf ar agor i bobl o’r tu allan a oedd yn rhagflas hyfryd o’r hyn a oedd i ddod yn ystod y digwyddiad dros dridiau. Agorwyd y gynhadledd gan eu pobl bwysig hwy, a oedd i’w ddisgwyl, ac roedd yn ddiddorol ac yn galonogol clywed y pethau tebyg yn ein sefydliadau dros y flwyddyn anodd ddiwethaf o waith caled gan staff a myfyrwyr. Roedden nhw hefyd yn dathlu eu Cymrodorion yr Academi Addysg Uwch gan annog eraill i gymryd rhan yn eu proses.

Roedd y ddau brif siaradwr a ddilynodd hyn yn rhagorol gan ysgogi llawer o drafodaeth yn y sesiwn holi ac ateb. Y cyflwyniad cyntaf oedd “Curriculum Considerations In Supercomplex Times” gan Kerri-Lee Krause sy’n Brofost ac yn Uwch Ddirprwy Is-ganghellor yng Ngholeg Prifysgol Avondale, Awstralia (daw Is-ganghellor Prifysgol Caeredin hefyd o Awstralia, felly roedd cysylltiad). Roedd hi’n drafodaeth hynod ddiddorol gan rannu ei hymchwil ym maes trawsnewid y cwricwlwm. Gofynnodd 4 cwestiwn: C1 Beth yw Trawsnewid y Cwricwlwm? C2 Pam mae eisiau Trawsnewid y Cwricwlwm? C3 Pwy sy’n arwain Trawsnewid y Cwricwlwm? A C4 Sut byddwch chi’n cyfranogi gyda Thrawsnewid y Cwricwlwm? Gwnaeth ein hannog ni i gyd i’w hateb naill ai yn y sgwrs neu ar bapur. Gwnes i drydaru’r cwestiynau ac yna ychwanegu fy ymatebion personol. Roeddwn yn meddwl y byddai’n ddiddorol i ni fel tîm ymateb, hyd yn oed heb wrando ar gyflwyniad @kerrileekrause, roeddwn yn meddwl y byddai’n ymarfer rhagorol i ni oll ei ystyried gan ein bod i gyd yn ddatblygwyr academaidd. Gallwch ddod o hyd i’m trydarau yn @mandyjjack, mae’r dolenni uniongyrchol i bob cwestiwn uchod.

Yr ail brif siaradwr oedd Rowena Arshad, Athro Emeritws a Chadair Bersonol Addysg Amlddiwylliannol a Gwrth-hiliol, Prifysgol Caeredin, “Diversity in Learning and Teaching: Is Inclusion Truly Available?” Roedd hwn yn anerchiad pwerus iawn lle bu Rowena’n trafod ymagwedd fwy cyfannol. Dyma’r prif bwyntiau allweddol y gwnaeth eu trafod:

  1. Cynhwysol – a’r angen i ystyried amrywiaeth dysgwyr, ethos gofod, yr iaith, cynnwys y cwricwlwm ac ymagweddau addysgegol
  2. Gwrth-hiliol – ei heriau, a gwerthoedd a strwythurau sy’n gadael i hiliaeth systematig barhau.
  3. Dad-drefedigaethu’r Cwricwlwm – a’r angen i archwilio pŵer a hanes yn feirniadol. Nid ychwanegu ystod amrywiol o ffynonellau at ein rhestrau darllen yn syml yw hyn. Nid ychwanegu amrywiaeth yw hyn chwaith ond dysgu o safbwyntiau gwahanol ac am weledigaeth wahanol ac y cyd.

Doeddwn i ddim yn gallu bod yn bresennol yn y pnawn, ond dyma ddolen i’w blog mae teitlau diddorol iawn a rhai dolenni hynod ddefnyddiol yn yr wybodaeth a allai fod o fudd ichi. Os bydd y recordiad o’r prif siaradwyr yn cael ei ddosbarthu, bydda i’n ei ychwanegu.[:]

CPD Inclusivity Course

Inclusive Swansea University Logo: 4 different coloured semi-circles surrounding a circle, arranged in a square. Hoping to depict outward-facing unity and also representing round peg in a square hole.In this CPD module on Canvas you will focus on diversity, differentiation and inclusive practice. As you work through the material you will develop your knowledge of diversity and explore its impact on student learning. You will begin by considering biases, your own and other’s and design ways to mitigate them from your practice. There are opportunities for you to discuss and share teaching strategies which encourage equitable learning opportunities for all students. You will consider how to effectively plan, implement and assess students in an inclusive context. Throughout the course you will come across Creative Commons material from external sources.

There are further external links and reading lists if you wish to delve deeper into inclusive learning and teaching, and methods of harnessing and harvesting students’ knowledge and insights, for a shared learning experience.

(Swansea Resource)


Keeping accessibility in mind

Group presentation of software on a screen
Photo by You X Ventures on Unsplash

This blog post offers signposting to useful resources to help educators produce content that meets the new web accessibility regulations set out by the UK government. It outlines the benefits for all users of accessible educational content, as well as touching on efficient ways to create this kind of content in the current educational and social landscape.

(External Resource)


Creating accessible content

Student with headphones working at a computer with sunset in the background
Photo by Simon Abrams on Unsplash

This link, part of Microsoft’s Education Centre provides viewers with an overview of the accessibility features that are available in Microsoft Office. It also provides some useful best practice tips for each of the applications as well as linking to the built in accessibility checker.

This page is maintained by Microsoft and is updated on a regular basis as accessibility features are enhanced.

(External Resource)


Assistive Technology (SU)

Close up of someone typing a document on a laptop
Photo by Glenn Carstens-Peters on Unsplash

Swansea University have invested in a suite of assistive technology applications which can assist students with productivity in their studies. Whilst assistive technology historically has been focused on assisting students with disabilities, these products contain many features that will be of benefit to all students.

All software programs can be found on the unified desktop under “AssistiveTechnology”.This link, accessed via the University’s website, details the software and equipment available to staff and students and includes information on off-campus access during the current Pandemic.

(Swansea Resource)


Digital Accessibility Regulations Web Page

Series of hexagons with various digital icons symbolising communication and accessThe focus on this web page is Digital accessibility – the ability of a website, mobile application or electronic document to be easily navigated and understood by a wide range of users, including those users who have visual, auditory, motor or cognitive disabilities. The focus on this web page is only looking at the Teaching, Learning and Assessment aspect of the Regulations. From a teaching and learning perspective, this means that content on the VLE, and any other platforms (such as PebblePad) needs to be accessible. This will include your PowerPoint presentations, lecture notes, videos etc.

This webpage also signposts available resources to help you make your materials compliant. only looking at the Teaching, Learning and Assessment aspect of the Regulations. From a teaching and learning perspective, this means that content on the VLE, and any other platforms (such as PebblePad) needs to be accessible. This will include your PowerPoint presentations, lecture notes, videos etc.

(Swansea Resource)

[:en]LGBT+ Inclusion and Pronoun Pin Badges[:cy]LHDT+ Bathodynnau Cynhwysol a Rhagenwau[:]

By Cath Elms,

Swansea University Pronoun Badges on a Swansea Uni lanyard

As the university’s Equality Advisor and LGBT+ Staff Network co-chair, I specialise in LGBT+ (Lesbian, Gay, Bisexual, Transgender) inclusion for staff and students at the university. My work involves providing advice and support on LGBT+ issues at work and study. I also lead on the university’s annual Stonewall Workplace Equality Index application, which is a national award dedicated to advancing LGBT+ inclusion in the workplace (we’re currently ranked as the 29th top employer in the UK, and are one of the UK’s Top 11 Trans Inclusive Employers).

LGBT+ inclusion at the university is a large remit that includes various issues such as inclusive policies and procedures, welfare and wellbeing, diversifying curriculum, training on appropriate use of language, and ensuring visibility of LGBT+ role models.

One of the specific things I’ve recently introduced at Swansea University in this area is pronoun pin badges for staff. I’ve issued these to staff to wear on their lanyards, to let others know what their pronouns are.

You can’t always know someone’s pronouns (or their gender) by looking at them. At the university, we come into contact with a wide range of staff and students on a daily basis, some of whom will be trans and genderqueer, possibly without us even knowing it. Wearing a pronoun badge is a simple but effective way of signalling that you respect people’s pronouns and their gender identity, which can mean a lot for trans and genderqueer members of staff who may feel invisible, or may be struggling with being trans at work or study.

What is a pronoun?

A personal pronoun is a type of noun used to refer to another person in place of their name. Common personal pronouns are she/her/hers, he/him/his, or they/their/theirs.

For example:

  • Sarah brought an umbrella with her.
  • Michael dropped his phone.
  • Jo was tired so they went to bed.

Usually, when people talk about pronouns, they are referring to personal pronouns. Read more:

What different pronouns are there?

In the English language, personal pronouns usually denote someone’s gender.

The common pronouns are:

  • She/her/hers
  • He/him/his
  • They/their/theirs
  • Ze/hir/hir

The pronouns in bold above are known as gender-neutral or gender-inclusive pronouns, as they do not associate a gender with the person using them. These pronouns may be used by people who identify as non-binary or genderqueer (these terms mean someone whose gender identity isn’t exclusively male or female), but they may also be used by people who identify as men or women.

Never refer to someone as “it” or “he-she” as these terms are hurtful and dehumanising.

Doesn’t the word “they” refer to a group of people?

Not necessarily – “they” can be used to refer to a singular person, either because you do not know their gender, because you do not want to specify any particular individual, or because this is the pronoun they identify with.

For example:

  • I have a missed call on my phone; they didn’t leave a message.
  • I feel that if someone is doing a good job, they should be rewarded.
  • Robin was running late because their car broke down.

Singular “they” is considered grammatically correct.

Why is it important to respect people’s pronouns?

You can’t always know someone’s pronouns (or their gender) by looking at them. At the university, we come into contact with a wide range of staff on a daily basis, some of whom will be trans and genderqueer, possibly without us even knowing it. Asking and correctly using someone’s pronouns is one of the most basic ways to show your respect for their gender identity. When someone is referred to with the wrong pronoun, it can make them feel disrespected, invalidated, dismissed, alienated, or dysphoric.

How do I ask what pronouns someone uses?

Try asking: “What pronouns do you use?” or “Can you remind me what pronouns you use?” It can feel awkward at first, but it is not half as awkward as making a hurtful assumption.

If you are asking as part of an introduction exercise and you want to quickly explain what gender pronouns are, you can try something like this: “Tell us your name, where you come from, and your pronouns. That means the pronouns that you use in reference to yourself. For example, I’m John, I’m from Swansea, and I use he/him pronouns.”

What if I make a mistake?

It’s okay! Everyone slips up from time to time. The best thing to do if you use the wrong pronoun for someone is to say something right away, like “Sorry, I meant (insert pronoun)”. If you realize your mistake after the fact, apologize in private and move on.

Avoid repeatedly mentioning how bad you feel that you messed up or how hard it is for you to get it right, as this can make the person who was misgendered feel awkward and responsible for comforting you.

What if I hear someone else make a mistake?

You may hear one of your colleagues or students using the wrong pronoun for someone. In most cases, it is appropriate to gently correct them without further embarrassing the individual who has been misgendered. This means saying something like “Alex uses the pronoun she”, and then moving on.

If someone is being repeatedly misgendered, it may be appropriate to approach them in private and say something like “I noticed that you were getting referred to with the wrong pronoun earlier, and I know that that can be really hurtful. Would you be okay with me taking that person aside and reminding them about your pronouns?” They may not want you to intervene, but your considerateness will be greatly appreciated. Want your own pronoun pin badge? Contact Cath at[:cy]Gan Cath Elms,

Swansea University Pronoun Badges on a Swansea Uni lanyardFel Ymgynghorydd Cydraddoldeb y brifysgol a chyd-gadeirydd o Rwydwaith Staff LHDT+, rydw i’n arbenigo yng nghydraddoldeb LHDT+ (Lesbiaid, Hoyw, Deurywiol a Traws) ar gyfer staff a myfyrwyr y Brifysgol. Mae fy ngwaith i yn cynnwys rhoi cyngor a chymorth ynglŷn â phroblemau LHDT+ yn y gwaith ac wrth astudio. Rydw i hefyd yn arwain ar gais blynyddol y Brifysgol i ‘Stonewall Workplace Equality Index’, gwobr genedlaethol sydd wedi ymrwymo i fwyhau cynwysoldeb LHDT+ yn y gweithle (rydyn ni ar hyn o bryd, y 29ain o brif gyflogwyr yn y DU, ac yn un o Gyflogwyr Traws-Gynhwysol 11 uchaf y DU.)

Mae cynwysoldeb LHDT+ yn y brifysgol yn dasg enfawr sy’n cynnwys amrywiaeth o faterion megis polisïau a gweithdrefnau cynhwysol, lles, amrywiaethu cwricwlwm, hyfforddiant ar ddefnyddio iaith briodol a sicrhau bod hyrwyddwyr LHDT+ yn weledig.

Un o’r pethau sbesiffig rydw i wedi cyflwyno’n ddiweddar ym Mhrifysgol Abertawe yw’r defnydd o fathodynnau rhagenwau ar gyfer staff. Rydw i wedi gwneud y rhain ar gael i staff i wisgo ar eu llinynnau fel bod pobl arall yn gwybod beth yw eu rhagenwau.

Nid ydych wastad yn gallu adnabod rhagenwau rhywun (na’u rhyw) wrth edrych arnynt. Yn y brifysgol, rydym yn cysylltu ag amrywiaeth o staff a myfyrwyr yn ddyddiol, rhai sydd yn draws ac yn genderqueer, efallai heb wybod. Mae gwisgo bathodyn rhagenwau yn ffordd syml ond effeithiol i ddangos parch tuag at ragenwau pobl a’u hunaniaeth rhyw. Mae hyn yn golygu llawer i aelodau o staff traws a genderqueer sydd efallai yn teimlo’n anweledig neu’n ffeindio’n anodd gyda bod yn draws yn y gwaith neu wrth astudio.

Beth yw rhagenw?

Rhagenw personol yw math o enw sy’n cael eu defnyddio i gyfeirio at berson arall yn lle eu henw. Rhagenwau personol cyffredin yw hi, fe/ef neu nhw/eu/hwy.

Er enghraifft:

  • Daeth Sarah a’i ymbarél gyda
  • Gollyngodd Michael ei ffon ef.
  • Roedd Jo yn flinedig felly aethon nhw i’r gwely.

Fel arfer pan mae pobl yn siarad am ragenwau, maent yn cyfeirio tuag at ragenwau personol. Darllenwch ragor yma:

Pa wahanol ragenwau sydd i gael?

Yn yr iaith Saesneg, mae rhagenwau personol fel arfer yn dynodi rhyw rywun. Y rhagenwau cyffredin yw:

  • Hi (She/her/hers)
  • Fe/ Ef (He/him/his)
  • Nhw/Eu/Hwy (They/their/theirs)
  • Ze/Hir/Hir

Mae’r rhagenwau uchod sydd â thestun trwm yn cael eu hadnabod fel rhyw-niwtral neu rhyw-cynhwysol, gan nad ydynt yn cysylltu â rhyw. Gall y rhagenwau yma gael eu defnyddio gan bobl sydd â rhywedd nad yw’n ddeuaidd neu genderqueer (mae’r termau yma yn golygu bod rhyw rywun ddim ond yn wryw neu’n fenyw), ond gall hefyd cael eu defnyddio gan bobl sy’n adnabod fel dynion neu fenywod.

Peidiwch byth cyfeirio at rywun fel “it” neu “he-she” gan fod y termau yma’n niweidiol ac yn dad-ddyneiddio.

Nad yw’r gair ‘nhw’ yn cyfeirio at grŵp o bobl?

Nid o reidrwydd – gall ‘nhw’ cyfeirio at berson unigol, naill ai oherwydd nad ydych yn gwybod eu rhyw, oherwydd nad ydych eisiau enwi unigolyn priodol neu oherwydd dyma’r rhagenw maent yn cysylltu â. Er enghraifft:

  • Rydw i wedi colli galwad ffôn; gadawon nhw ddim neges.
  • Dwi’n teimlo os yw rhywun yn gwneud gwaith da, dylen nhw gael clod.
  • Roedd Robin yn rhedeg yn hwyr oherwydd bod eu gar wedi torri i lawr.

Mae ‘nhw’ unigol yn cael ei ystyried yn gywir.

Pam fod yn bwysig i barchu rhagenwau pobl?

Nid ydych wastad yn gallu adnabod rhagenwau rhywun (na’u rhyw) wrth edrych arnynt. Yn y brifysgol, rydym yn cysylltu ag amrywiaeth o staff a myfyrwyr yn ddyddiol, rhai sydd yn draws ac yn genderqueer, efallai heb wybod. Mae gofyn a defnyddio rhagenwau rhywun yn un o’r ffyrdd symlaf i ddangos parch tuag at eu hunaniaeth rhyw. Pan bod rhywun yn cael eu cyfeirio gyda’r rhagenw anghywir, gall wneud iddynt deimlo wedi amharchu, yn annilys, wedi’i ddiswyddo, wedi’i ddieithrio, neu’n ddysfforig.

Sut alla i ofyn pa ragenwau maent yn defnyddio?

Ceisiwch ofyn: “Pa ragenwau rydych yn defnyddio?” neu “A wnei di atgoffa mi pa ragenwau rwyt yn defnyddio?” Gall teimlo’n anghyfforddus yn gyntaf, ond nid yw mor wael â gwneud rhagdybiaeth niweidiol.

Os rydych yn gofyn fel rhan o ymarferiad cyflwyno ac eisiau esbonio’n gyflym beth yw rhagenwau rhyw, gallwch geisio rhywbeth fel hyn: “Dywedwch wrthon ni eich enw, lle rydych yn dod o a’ch rhagenwau. Mae hyn yn golygu y ragenwau rydych yn defnyddio i gyfeirio at eich hun. Er enghraifft, John ydw i, rydw i o Abertawe a dwi’n defnyddio’r rhagenwau fe/ef.”

Beth os rydw i’n gwneud camgymeriad?

Mae’n iawn! Mae pawb yn gwneud gwall pob hyn a hyn. Y peth orau i wneud os rydych yn defnyddio’r rhagenw anghywir yw dweud rhywbeth yn syth megis, “Sori, roeddwn yn golygu dweud (rhagenw)”. Os ydych yn sylweddoli ar ôl, ymddiheurwch yn dawel ac anghofiwch amdano.

Peidiwch ailadrodd pa mor wael rydych yn teimlo am wneud camgymeriad gan eich bod yn gallu gwneud i’r person oedd wedi cael ei gamgymryd i deimlo’n lletchwith ac yn gyfrifol i’ch cysuro.

Beth os rydw i’n clywed rhywun arall yn gwneud camgymeriad?

Gallwch glywed un o’ch cyd-weithwyr neu fyfyrwyr yn defnyddio’r rhagenw anghywir ar gyfer rhywun. Ym mron pob achos, mae’n addas i’w cywiro’n dawel heb godi rhagor o gywilydd ar yr unigolyn sydd wedi cael ei gamgymryd. Mae hyn nyn golygu dweud rhywbeth megis, “Mae Alex yn defnyddio’r rhagenw hi” ac yna symud ymlaen.

Os mae rhywun yn cael ei gamgymryd drosodd a throsodd, gall fod yn addas i ofyn iddynt ym mhreifat a dweud rhywbeth megis, “Roeddwn wedi sylwi dy fod yn cael ei gyfeirio ato gyda’r rhagenw anghywir a dwi’n deall gall hyn fod yn niweidiol iawn. A fydd ots gennyt fy mod i’n hatgoffa’r person yma am dy ragenwau?” Efallai ni fyddant eisiau i chi ymyrryd ond mae’ch ystyriaeth yn meddwl llawer iddynt.

Eisiau bathodyn rhagenw eich hun? Cysylltwch â Cath ar

My Inclusivity Badge and me …Beth mae’r Bathodyn Cynwysoldeb yn golygu i mi?[:]

What does the Inclusivity Badge mean to me ?

Having received my colourful, new inclusivity badge, I started to reflect what this actually means … sure – being ‘inclusive’ and all that – but what is the actual message behind this rather trendy term?

4 different coloured semi-circles surrounding a circle, arranged in a square. Hoping to depict outward-facing unity and also representing round peg in a square hole!

I started my Swansea University journey as a Transcription Co-Ordinator at the Transcription Centre (or ‘Recording Centre for the Blind’ as it was called then) in 2005 supporting visually impaired students by providing accessible resources such as large print, braille, audio recordings and tactile diagrams. Just looking at the terminology of the previous sentence, you can see how our inclusive agenda has changed. The “Recording Centre for the Blind” is now the Transcription Centre; not just for blind students, but also for sight impaired, partially sighted, dyslexic, dyspraxic and many other students with disabilities which prevent the access of traditional print. The widening of the Copyright Law has of course supported this development. And we are not just “recording”, we are providing a whole range of other accessible resources.

But even back then, in 2005, you would think that this was really inclusive, right? We, the university were making our resources accessible for visually impaired students. Well, yes and no. Sure, we were transcribing material for individual students so that they could access it but what if … wait for it … we would design our resources from the onset so that they required minimum modifications to be accessible for a whole range of different needs?!?

This means moving away from the medical model of disability to the social model, following the principles of universal design, creating multiple format versions in an accessible way so that everybody benefits. If and when we consider accessibility at the design stage, we create resources which don’t just benefit a selected few but everyone. This idea of universal design can and should be extended to our physical and digital environment, our policies and even teaching style.

And this shift is gradually happening at Swansea University, also because the inclusivity agenda is being pushed more, top-down at all levels. Pockets of excellence are growing, we have the wonderful SAILS and SALT teams, we have the ISS Inclusivity Group; professional services are engaged in the conversation and people are willing to listen and act to create a more inclusive environment for learners, educators and staff here at Swansea. And I am very proud to be part of that! I wear the badge and I am looking forward to having my T-Shirt as well!

But, and there is always a but, it’s a journey, we are not there yet and a lot more work, awareness raising and best practice teaching will have to be done! So if you spot me (wearing my rainbow coloured inclusivity badge) out and about and want to know more about accessible design just stop me right there – I am always happy to spread the word![:cy]Beth mae’r Bathodyn Cynwysoldeb yn golygu i mi?

Pan dderbyniais fy mathodyn cynwysoldeb lliwgar, newydd, dechreuais fyfyrio ar beth mae hyn wir yn golygu… wrth gwrs – bod yn ‘gynhwysol’ ac yn y blaen, ond beth yw’r neges tu ôl i’r term yma?

Dechreuais fy siwrnai ym Mhrifysgol Abertawe fel Cydlynydd Trawsgrifio yn y Ganolfan Trawsgrifio (neu ‘Canolfan Recordio i’r Deillion’ fel yr oedd amser hynny) yn 2005 yn cynorthwyo myfyrwyr gyda nam ar y golwg gan ddarparu adnoddau hygyrch megis print mawr, Braille, recordiadau sain a diagramau cyffyrddol. Gan edrych ar y derminoleg o’r frawddeg flaenorol, mae’n amlwg fel mae ein hagenda cynhwysol wedi newid. Mae “Canolfan Recordio i’r Deillion” nawr yn Ganolfan Trawsgrifio; nid ond ar gyfer myfyrwyr dall, ond hefyd ar gyfer y rhai sydd â nam ar y golwg, golwg rhannol, dyslecsig, dyspracsia ac anableddau eraill sydd yn atal mynediad i brint traddodiadol. Mae’r lledu o’r Gyfraith Hawlfraint wedi cefnogi’r datblygiad yma. Nid ydyn ond yn ‘recordio’, rydym yn darparu amrediad eang o adnoddau hygyrch.
Ond, hyd yn oed yn ôl yn 2005, byddech yn credu bod hyn i gyd yn gynhwysol, iawn? Roeddwn ni, y brifysgol, yn gwneud ein hadnoddau yn gaffaeladwy ar gyfer myfyrwyr gyda nam ar y golwg. Wel, ie ac na. Roeddwn ni yn trawsgrifio adnoddau ar gyfer myfyrwyr unigol ond beth os gallent ddylunio ein hadnoddau o’r cychwyn ac ond eisiau man newidiadau ar gael ar gyfer amrywiaeth o anghenion gwahanol?!
Mae hyn yn golygu symud i ffwrdd o fodel meddygol o anabledd i’r fodel gymdeithasol, gan ddilyn egwyddorion o ddyluniad cyffredinol, gan greu nifer o fersiynau mewn ffurfiau gwahanol sydd yn gaffaeladwy fel bod pawb yn elwa. Os a pryd rydym yn ystyried hygyrchedd yn y cyfnod o ddylunio, rydym yn creu adnoddau sudd o fudd i bawb, dim yr ychydig. Mae’r syniad yma o ddyluniad cyffredinol yn gallu cael, a dylid, ymestyn i’n hamgylchedd digidol a chorfforol, ein polisïau a hyd yn oed ein harddull dysgu.
Mae’r shifft yma’n dechrau yn raddol ym Mhrifysgol Abertawe, hefyd oherwydd bod agenda cynwysoldeb yn cael eu hyrwyddo yn fwy ar bob lefel. Mae yna bocedu o ragoriaeth yn tyfu yma, mae gennym ni timau arbennig SAILS a SALT, mae gennym Grŵp Cynwysoldeb GGS. Mae gwasanaethau proffesiynol yn rhan o’r sgwrs ac mae pobl yn fodlon gwrando a gweithredu i greu amgylchedd mwy cynhwysol ar gyfer dysgwyr, addysgwyr a staff yma yn Abertawe. Rydw i’n falch i fod yn rhan o hynny. Rydw i’n gwisgo’r bathodyn ac yn edrych ymlaen at gael fy nghrys-t!
Ond, mae yna wastad ond, mae’n siwrnai, nid ydynt yna eto ac mae yna lawer mwy o waith, codi ymwybyddiaeth ac ymarfer gorau dysgu eisiau gwneud. Felly, os rydych chi’n fy ngweld (yn gwisgo fy mathodyn lliwgar cynwysoldeb) o’r gwmpas ac eisiau gwybod rhagor am ddylunio hyrddych, stopiwch fi – rydw i wastad yn hapus i ledaenu’r neges!

SAILS Community of Practice for staff supporting students with disabilities

[:en]Image of students on the beach from SAILS websiteI recently attended a SAILS community of practice meeting for staff supporting students with disabilities. I attend these meeting regularly, and they are open to all staff interested in developing a more inclusive practice. I attend not only for my own CPD, but also to offer any support that I feel that we here at SALT, and in fact, colleagues elsewhere on campus, can provide.  It was a great opportunity in itself to meet other people who strive to support others as they learn and teach.  I recommend that you attend every so often to keep yourselves up to date with current developments, initiatives, and processes. Remember that inclusivity is a journey, not a destination and that we can all be better at what we do.

Today I was asked to complete a feedback questionnaire, and to add my comments and suggestions. I was asked ‘What might I do as a result of this meeting?’.  We have all put this type of question on our feedback forms, but it struck me that I hadn’t thought about what I would be doing, other than selfishly enjoying its fruitfulness!  So I was duly prompted to share what I had gained from the session.  My main takeaway is that you shouldn’t take departmental titles at their face value in terms of what they can offer you. Take the Transcription Center for example. They provide an amazing service to support people with a visual impairment, (not only for Swansea University students and staff either) see their web page for details of their breadth. As well as giving an overview of what her department does, Tina also gave advice and guidance on how best to support all our students and colleagues when we communicate with them, by considering the methods we use and by making small changes to our practices. (See the guide below for details.)

Here are the papers that were shared at the meeting and the links to the departments presenting. Enjoy!

STAS-Presentation- COP 26-04-2018 Link to their Website:

SUTC ppt SAILS 26.04.2018 by Tina Weber. Link to their Website:

Managing Distressed Students 18-04-18 by Nigel Mason. Link to their Website:

Please let me know what you think, and if there is anything that I can help with in terms of signposting for various support systems, please get in touch:, or take a look at the CDP Inclusivity patch on Blackboard by clicking the images below and following the instructions guides.  You should also take a look at the SAILS website here: