Llety prawf: amser ychwanegol, ystafell ar wahân a sut i ofyn¶

Mae llety arholiad, a elwir hefyd yn drefniadau mynediad, addasiadau rhesymol neu gymorth profi, yn newidiadau i'r ffordd y caiff arholiad ei sefyll fel y gall myfyriwr ag anabledd, cyflwr iechyd neu wahaniaeth dysgu ddangos yr hyn y mae'n ei wybod. Mae amser ychwanegol, ystafell ar wahân, seibiannau, darllenydd neu gyfrifiadur yn enghreifftiau cyffredin. Nid ydynt yn rhoi mantais annheg. Maent yn cael gwared ar rwystr nad oes a wnelo o gwbl â'r wybodaeth y mae'r arholiad i fod i'w mesur.

Nid yw llawer o fyfyrwyr a fyddai'n cymhwyso byth yn gofyn, oherwydd eu bod yn teimlo embaras, nad ydynt yn gwybod y broses, neu'n tybio mai na fydd yr ateb. Mae’r canllaw hwn yn egluro beth sydd ar gael, sut i ofyn amdani, pa dystiolaeth y gallai fod ei hangen arnoch, sut mae eich hawliau’n amrywio fesul gwlad, a pham mae amseru’n bwysig. Fe'i hysgrifennwyd ar gyfer myfyrwyr a rhieni, ac mae hefyd yn esbonio pryd i weld cynghorydd, meddyg neu linell argyfwng.

Gwnewch hyn nawr¶

1. Dywedwch wrth eich ysgol heddiw, hyd yn oed os yw'r arholiad yn agos. Cysylltwch â'r swyddog arholiadau, cydlynydd anghenion addysgol arbennig, swyddfa cymorth dysgu neu gynghorydd ysgol, a dywedwch fod angen llety arholiad arnoch.
2. Gofynnwch beth yw'r terfyn amser a pha dystiolaeth sydd ei hangen. Ysgolion a chyrff arholi sy'n pennu dyddiadau cau a gallant fod wythnosau neu fisoedd ymlaen llaw. Ysgrifennwch y dyddiadau.
3. Archebwch ymweliad meddyg neu arbenigwr os nad oes gennych unrhyw ddogfennaeth. Gofynnwch am lythyr neu adroddiad sy'n disgrifio'ch cyflwr a sut mae'n effeithio ar arholiadau.
4. Casglu cofnodion presennol. Casglwch asesiadau blaenorol, cynlluniau addysg unigol, 504 o gynlluniau, llythyrau meddygol, neu adroddiadau am lety blaenorol.
5. Gofynnwch lety penodol yn ysgrifenedig. Disgrifiwch beth sydd ei angen arnoch, pam, a sut mae'n helpu. Cadwch gopi.
6. Dilyn i fyny ac ymarfer. Gofynnwch am gadarnhad yn ysgrifenedig, yna ymarferwch gyda'r llety, fel amseru eich hun gyda'r amser ychwanegol, felly mae'n teimlo'n normal ar y diwrnod.

Os yw eich iechyd neu ddiogelwch mewn perygl uniongyrchol, ffoniwch eich rhif argyfwng lleol (911 yn yr Unol Daleithiau a Chanada, 112 ar draws yr Undeb Ewropeaidd, 999 yn y Deyrnas Unedig). Mae'r rhifau brys tudalen yn rhestru cysylltiadau ar gyfer gwledydd eraill.

Beth yw llety¶

Mae llety yn newid sut mae prawf yn cael ei gyflwyno neu sut rydych chi'n ymateb, heb newid yr hyn y mae'r prawf yn ei fesur. Mae addasiad, mewn cyferbyniad, yn newid cynnwys neu safon y prawf ei hun, ac fel arfer nid yw ar gael ar arholiadau allanol. Mae'r gwahaniaeth yn bwysig oherwydd bod y rhan fwyaf o letyau'n cael eu cymeradwyo fel mater o drefn pan fo tystiolaeth yn eu cefnogi, tra bod addasiadau'n brin.

Llety cyffredin¶

Different exam bodies use different names and limits. Always check the rules of your specific exam, because what is allowed in a school test may differ from a national exam.

Pwy all gymhwyso¶

Eligibility depends on need, not label. Students may qualify for accommodations if they have:

• A specific learning difficulty such as dyslexia, dyscalculia or dysgraphia.
• Attention deficit hyperactivity disorder.
• An autism spectrum condition.
• An anxiety disorder, depression, panic disorder, or another mental health condition.
• A physical disability or long term medical condition such as diabetes, epilepsy, chronic pain or a heart condition.
• A visual or hearing impairment.
• A temporary condition such as a broken arm, concussion or a severe illness.
• A language need, in some systems for students who are learning the language of the exam.

If you are unsure whether you qualify, ask. The school or exam body decides, but you cannot be turned down for something you never requested.

Your rights by country¶

Rights and processes differ widely. The summaries below are general and labeled by country. Laws change, so check the current rules of your education authority and exam board.

Yn yr Unol Daleithiau¶

• Laws. Section 504 of the Rehabilitation Act, the Americans with Disabilities Act and the Individuals with Disabilities Education Act protect students with disabilities. Public schools provide accommodations through an individualized education program or a 504 plan. Colleges provide them through a disability services office.
• Standardized tests. The College Board (SAT, Advanced Placement), ACT, and other test providers have their own processes. Students with an existing school plan may be able to use it as part of an application, but approval is decided by the test provider.
• Timing. The College Board advises students to apply well ahead, and says reviews can take several weeks, so apply early. ACT also advises requesting accommodations early. Check each provider's current published deadlines.
• Evidence. Providers usually ask for documentation, such as a school plan, evaluation reports or a professional's letter, and a description of how the condition affects testing.
• If refused. Both providers have appeal processes. Parents can also ask the school district for support and, where rights are violated, file a complaint with the Office for Civil Rights.

For more on school plans and disputes, see the guide on special education IEP violations and improper suspension.

Yn y Deyrnas Unedig¶

• Laws. The Equality Act 2010 requires schools and exam bodies to make reasonable adjustments for disabled students in England, Scotland and Wales. Northern Ireland has its own disability discrimination laws.
• Process. For many general qualifications, the Joint Council for Qualifications sets the rules for access arrangements, which cover extra time, rest breaks, readers, scribes and more. The school or college submits applications for access arrangements, and an assessor may need to carry out a test, for example for extra time.
• Evidence. The school or college usually needs evidence of need and normal way of working, which means the student already uses the support in class. A formal assessment by a qualified assessor is often required for extra time.
• Timing. Deadlines are set by the exam bodies and are often in the spring for summer exams. Ask your exams officer for the current dates.
• Special consideration. If something goes wrong at the time of the exam, such as illness or bereavement, the school can apply for special consideration. See the guide on logisteg diwrnod arholiad ac argyfyngau.

In Ireland¶

• The State Examinations Commission runs reasonable accommodations in the Certificate Examinations, known as RACE. Schools apply on behalf of students, with supporting evidence, and the commission decides. Ask your school's learning support teacher or guidance counsellor for the current process and deadlines.

In Canada¶

• Education is a provincial responsibility, so rules differ by province and territory. Human rights codes require reasonable accommodation for disability. Students typically work with the school's learning support or special education team, and provincial exam bodies provide their own request process. Post-secondary institutions have accessibility services.

Yn Awstralia¶

• The Disability Discrimination Act 1992 and the Disability Standards for Education 2005 require reasonable adjustments. State and territory curriculum authorities handle special provisions for senior secondary exams. Students usually apply through their school with supporting documentation. Universities have disability or access services.

In the European Union and elsewhere¶

• Many countries have national laws that require inclusive education and reasonable accommodation, often following the United Nations Convention on the Rights of Persons with Disabilities. National education ministries or exam authorities set procedures. Ask your school's guidance staff or the ministry for the official process.

International exams¶

• Organizations such as the International Baccalaureate and Cambridge have their own inclusive access arrangements policies, usually applied through the school coordinator. Contact your coordinator early, since deadlines are firm and evidence may be required.

If you are not sure where to begin in your country, start with the school or college, then the exam body's website, then a national disability or education advice service.

How to request accommodations step by step¶

Step 1: Identify what you need¶

Think about what makes exams hard for you. Is it reading speed, handwriting, concentration, anxiety, pain, medical needs? Try a short timed practice and note what slows or stops you. This helps you ask for the right support, not just "extra time" by default.

Step 2: Talk to the right person¶

Start with someone you trust at school: the exams officer, special needs coordinator, learning support lead, school counsellor or form tutor. At university, contact the disability or accessibility service. You can also ask a parent or guardian to contact the school if you are under 18.

Step 3: Learn the rules and deadlines¶

Ask:

• Which exam body rules apply to my exams?
• What is the deadline for applications?
• What evidence is needed?
• Who submits the application?
• How will I be told the outcome?
• Can I appeal if it is refused?

Write the answers down. If someone says "it is too late," ask whether there is any emergency or late route.

Step 4: Gather evidence¶

Evidence may include:

• A diagnosis or assessment report from a psychologist, doctor, specialist teacher or assessor.
• A letter from your doctor or therapist describing the condition and its effect on exams.
• A school plan such as an IEP, 504 plan or equivalent.
• Arsylwadau athrawon o sut rydych chi'n gweithio yn y dosbarth.
• Enghreifftiau o'ch gwaith, fel llawysgrifen neu ysgrifennu wedi'i amseru.
• Cofnodion yn dangos eich bod wedi defnyddio'r gefnogaeth yn y dosbarth a ffug arholiadau.
• Unrhyw gymeradwyaeth flaenorol o arholiadau cynharach.

If you do not have a diagnosis, ask the school what is possible. Some accommodations can be supported with school evidence, and some need a formal assessment. Ask about cost, waiting times, and whether free or low cost options exist through the school or health service.

Cam 5: Ysgrifennwch eich cais¶

Mae cais da yn glir, yn benodol ac yn gwrtais. Er enghraifft:

"Rwy'n ysgrifennu i ofyn am lety arholiad ar gyfer fy arholiadau sydd i ddod. Mae gen i [cyflwr] ac mae'n effeithio ar [anhawster penodol] yn ystod arholiadau wedi'u hamseru. Rwy'n gofyn am [amser ychwanegol o X y cant, ystafell ar wahân, egwyliau gorffwys]. Rwyf wedi atodi [dogfennau]. Dywedwch wrthyf os oes angen unrhyw beth arall arnoch, a gadewch i mi wybod y dyddiad cau a'r camau nesaf."

Cynhwyswch eich enw, eich dosbarth neu rif ymgeisydd, enwau a dyddiadau arholiadau, a manylion cyswllt. Cadwch gopi a nodwch y dyddiad y gwnaethoch ei anfon.

Cam 6: Dilyniant¶

If you hear nothing within a week, ask again. Ask for the decision in writing, including which accommodations are approved. If you disagree, ask how to appeal.

Step 7: Practise and confirm¶

Use the approved accommodation in a mock exam. If you are given extra time, practise pacing so you do not run out of energy. On exam day, check that the room and staff know about your arrangements, and carry a copy of the approval letter if allowed.

Evidence and documentation¶

Sut olwg sydd ar dystiolaeth dda¶

• It is recent, usually within a few years, though rules vary.
• It comes from a qualified professional.
• It describes the condition, how it affects reading, writing, concentration or health, and why the accommodation is needed.
• It matches your normal way of working in class.
• It is specific about recommended supports.

If you cannot afford an assessment¶

Costs of private assessments can be high. You can ask:

• Whether your school or district provides evaluations at no cost.
• Whether your doctor or a public health service can provide a letter.
• Whether a charity or disability organization offers support.
• A all yr ysgol ddefnyddio ei thystiolaeth ei hun, megis arsylwadau dosbarth, ar gyfer rhai trefniadau.

Cadw cofnodion¶

Cadwch gopïau digidol a phapur o bopeth: adroddiadau, e-byst, cynlluniau a chymeradwyaeth. Storiwch nhw lle gall rhiant neu oedolyn dibynadwy eu cyrraedd hefyd. Mae cofnodion hefyd yn helpu yn ddiweddarach os byddwch yn symud ysgol neu'n mynd i'r coleg.

Preifatrwydd¶

Mae eich gwybodaeth feddygol yn breifat. Chi sy'n dewis beth i'w rannu, a dylai ysgolion ei gadw'n gyfrinachol a'i ddefnyddio ar gyfer y cymorth yr ydych wedi gofyn amdano yn unig. Os ydych chi'n anghyfforddus, gofynnwch pwy fydd yn gweld eich cofnodion. Yn y brifysgol, mae gan lawer o wledydd gyfreithiau preifatrwydd sy'n golygu efallai na fydd eich rhieni'n gweld eich cofnodion heb eich caniatâd.

Cyflyrau iechyd meddwl a phryder¶

Gall gorbryder, anhwylder panig, iselder a chyflyrau iechyd meddwl eraill fod yn gymwys ar gyfer llety pan fyddant yn cael effaith sylweddol ar arholiadau. Mae enghreifftiau yn cynnwys ystafell ar wahân i fyfyriwr gyda pyliau o banig, seibiannau gorffwys, amser ychwanegol, neu ganiatâd i gael dŵr neu eitem gysur.

Beth i ddod¶

A letter from a doctor, psychiatrist, psychologist, therapist or counsellor often helps. It might describe the diagnosis, how symptoms affect test taking, and what support is recommended. If you are still waiting for a diagnosis, a doctor's letter noting that you are under assessment may help, and schools may have a temporary plan.

Talking about it¶

Nid oes rhaid i chi rannu mwy nag sydd ei angen. Gallwch ddweud, "Mae gennyf gyflwr gorbryder sy'n effeithio arnaf mewn arholiadau, ac mae fy meddyg yn argymell ystafell ar wahân ac egwyliau gorffwys." I gael rhagor o wybodaeth am reoli symptomau ar y diwrnod, gweler y canllawiau ar profi pryder ar ddiwrnod yr arholiad a ymosodiad panig yn ystod prawf.

Amodau ac argyfyngau dros dro¶

Nid yw pob angen yn hirdymor. Gall arddwrn wedi torri, cyfergyd, llawdriniaeth, arhosiad yn yr ysbyty neu brofedigaeth wneud arholiad safonol yn annheg. Cysylltwch â’ch ysgol cyn gynted â phosibl, a gofynnwch:

• A allaf ddefnyddio ysgrifennydd, cyfrifiadur neu amser ychwanegol?
• A allaf sefyll yr arholiad mewn ystafell wahanol, gartref neu mewn ysbyty?
• A ellir gohirio'r arholiad?
• Can I apply for special consideration if I am ill on the day?

Keep medical evidence such as a doctor's note or hospital letter. Exam bodies usually require evidence for temporary arrangements.

A decision path for requesting support¶

flowchart TD
    A["You think you need exam support"] --> B["Tell the exams officer, learning support or counsellor"]
    B --> C["Ask for deadlines and evidence needed"]
    C --> D{"Do you have recent evidence?"}
    D -->|"Oes"| E["Write a clear request and attach the documents"]
    D -->|"Nac ydw"| F["See a doctor or ask the school about an assessment"]
    F --> E
    E --> G["Follow up and get the decision in writing"]
    G --> H{"Was it approved?"}
    H -->|"Oes"| I["Practise with the support before the exam"]
    H -->|"No or partly"| J["Gofynnwch am y rheswm a defnyddiwch y broses apelio"]
    J --> K["Cysylltwch â rhiant, eiriolwr neu wasanaeth anabledd cenedlaethol os ydych chi'n sownd"]

Os caiff eich cais ei wrthod neu ei oedi¶

Nid gwrthod yw'r diwedd. Cymerwch y camau hyn.

1. Ask for the decision and the reasons in writing.
2. Check whether you gave the right evidence, and whether anything is missing.
3. Gofynnwch am y broses apelio a'r dyddiad cau ar gyfer apeliadau.
4. Contact the exam provider directly if allowed, often through the school.
5. Ask for interim support, such as use of the accommodation in school exams.
6. Seek advice from a student support service, advocacy group or national disability organization.
7. In the United States, parents can request a meeting with the school team and may consult special education advocates. See the guide on special education IEP violations.
8. Where discrimination is suspected, contact your national equality or education complaints body.

Keep records of all communication. Stay polite but persistent. Many requests are approved after the school provides more evidence.

If the deadline has passed¶

Ask whether a late or emergency request is possible. Exam bodies often have a route for circumstances that arose after the deadline, such as a new diagnosis, an injury or a sudden illness. Explain what changed and provide evidence. If the exam has already happened and you were disadvantaged, ask about special consideration, appeals or a retake. See the guide on beth i'w wneud ar ôl canlyniad gwael.

Tips for students¶

• Ask early and keep asking.
• Do not compare your accommodations with other people's. Needs differ.
• Use your accommodation in class and mocks so it becomes routine.
• Remember that using extra time is not cheating. It is permitted support.
• Tell the invigilator if you need to use a rest break, and follow the exam rules.
• Learn how to pace yourself with extra time, so you do not tire out.
• If friends comment, you do not owe anyone an explanation.
• Look after your wellbeing: sleep, meals, movement and someone to talk to.

If you feel embarrassed or worried about being treated differently, talk to a counsellor. Many students find that accommodations bring relief and confidence.

Tips for parents¶

• Believe your child and take their difficulties seriously.
• Ask the school early about process and evidence, preferably at the start of the school year or earlier.
• Keep a file of reports, emails and plans.
• Ask for specific accommodations and give reasons.
• Prepare your child by explaining what will happen on exam day.
• Encourage them to use support without shame.
• If you disagree with a decision, ask about appeal and seek advocacy support.
• Avoid putting extra pressure on results. See the guide on sut y gall rhieni helpu plentyn drwy straen arholiadau.

Accommodations at university and college¶

At university, support usually comes through a disability, accessibility or student wellbeing service. You usually need to register and provide evidence. Support plans may cover exam arrangements, assignment extensions and other adjustments.

• Register as early as possible, ideally before term starts.
• Ask about deadlines for exam arrangements each term.
• Keep your plan updated if your needs change.
• Gofynnwch am drefniadau ar gyfer arholiadau ar-lein, a allai fod angen camau ychwanegol.
• Cofiwch fod eich gwybodaeth yn gyfrinachol ac efallai na fydd eich rhieni yn cael gwybod heb eich caniatâd.

Ar gyfer arholiadau ar-lein, gweler y canllaw ar damweiniau arholiadau procio ar-lein.

Mythau cyffredin¶

Myth: Mae amser ychwanegol yn fantais annheg. Mae llety wedi'i gynllunio i gael gwared ar rwystr, nid i roi mantais. Ni fyddai myfyrwyr heb angen yn elwa yn yr un modd.

Myth: Os byddaf yn gofyn, byddaf yn cael fy nhrin yn wahanol. Mae'r trefniadau'n gyfrinachol, ac mae'r rhan fwyaf o fyfyrwyr yn gweld bod y broses yn syml.

Myth: Mae angen diagnosis ffurfiol arnaf ar gyfer popeth. Mae angen asesiad ffurfiol ar rai trefniadau, ond gall eraill gael eu hategu gan dystiolaeth ysgol neu lythyr gan feddyg. Gofynnwch beth sy'n bosibl.

Myth: Mae'n rhy hwyr i ofyn. Mae dyddiadau cau yn amrywio, ac yn aml mae llwybrau brys. Gofynnwch bob amser.

Myth: Bydd llety yn aros ar fy nghofnod am byth. Nid yw trefniadau arholiad fel arfer yn farc ar eich tystysgrif neu drawsgrifiad. Gwiriwch bolisi'r corff arholi, ond yn gyffredinol maent yn breifat.

Pryd i geisio cefnogaeth ehangach¶

Struggling with exams can take a toll on mental health. Talk to a school counsellor, doctor or trusted adult if:

• Rydych chi'n teimlo straen cyson, cywilydd neu anobaith am eich anawsterau.
• Rydych chi'n osgoi ysgol neu arholiadau oherwydd ofn.
• You feel unable to cope while waiting for support.
• You are experiencing bullying or discrimination because of your condition. See the guide on bwlio myfyrwyr, hazing a seiberfwlio.

Checklist for requesting accommodations¶

• I told my school, college or exams officer.
• I know the exam body and its rules.
• I wrote down all deadlines.
• I collected evidence: reports, letters and school records.
• I wrote a clear request describing what I need and why.
• I kept copies of everything I sent.
• I have the decision in writing.
• I practised with my accommodation.
• I confirmed arrangements before exam day.
• I know the appeal route if something goes wrong.

A worked example¶

A short example shows how the pieces fit together. Imagine a 16 year old student who has always been a slow reader and whose writing tires quickly. Her teachers notice that she knows more in class discussion than she shows on written papers.

First, she tells her form tutor, who introduces her to the learning support coordinator. The coordinator gathers her class work and mock exam papers, and suggests a screening followed by a full assessment with a qualified assessor, which the school can arrange. While she waits for the assessment, the school lets her practise using extra time in internal tests so that her normal way of working is on record.

When the assessment confirms a slow reading and writing speed, the school submits an application to the exam body with the report and evidence of her normal way of working. She receives approval for extra time and a separate room, and confirmation in writing. She practises a timed paper with her extra time and learns to use the time to check her work rather than rush. On exam day the exams officer already knows her arrangements, and she sits her papers in a quiet room.

Not every case goes this smoothly, and some take longer. The main points still apply in every country: ask early, collect evidence, make the request in writing, practise with the support and get the decision in writing.

Questions to ask at your next meeting¶

Use this list when you meet the exams officer, the counsellor or the disability service.

• Which accommodations are available for my exams, and which do you think I should apply for?
• Which evidence do you already have, and what else do you need from me or from my doctor?
• Pwy sy'n anfon y cais, ac ar ba ddyddiad?
• Beth sy'n digwydd os yw'r dystiolaeth yn hwyr neu'n anghyflawn?
• Sut byddaf yn gwybod y canlyniad, a pha mor fuan?
• A allaf ymarfer gyda'r llety cyn yr arholiad?
• A fydd y trefniadau yn cario drosodd i arholiadau diweddarach, neu a oes angen inni wneud cais eto?
• Beth ddylwn i ei wneud os af yn sâl neu os bydd rhywbeth yn newid yn agos at yr arholiad?
• Gyda phwy ddylwn i gysylltu os aiff rhywbeth o'i le ar y diwrnod?
• Beth yw fy opsiynau os caiff y cais ei wrthod?

Ysgrifennwch yr atebion i lawr a gofynnwch am e-bost dilynol i'w cadarnhau. Mae llwybr papur clir yn eich diogelu os bydd staff yn newid neu os bydd manylion yn cael eu hanghofio.

Ffynonellau wedi'u gwirio¶

• Bwrdd y Coleg (Unol Daleithiau), tudalennau polisi Gwasanaethau i Fyfyrwyr ag Anableddau.
• ACT (Unol Daleithiau), llety a phrofi gyda thudalennau polisi amser estynedig.
• United States Department of Education, Office for Civil Rights, information on Section 504 and the Americans with Disabilities Act.
• Joint Council for Qualifications (United Kingdom), Access Arrangements and Reasonable Adjustments, and special consideration guidance.
• Equality and Human Rights Commission (United Kingdom), Equality Act 2010 guidance for education.
• State Examinations Commission (Ireland), Reasonable Accommodations at the Certificate Examinations.
• Australian Government Department of Education, Disability Standards for Education 2005.
• International Baccalaureate and Cambridge, inclusive access arrangements policies.
• United Nations Convention on the Rights of Persons with Disabilities.
• National Health Service (United Kingdom), American Psychological Association (United States), pages on anxiety and learning differences.
• 988 Suicide and Crisis Lifeline (Unol Daleithiau), y Samariaid a Childline (Y Deyrnas Unedig), am fanylion cyswllt mewn argyfwng.

Rules, forms and deadlines change often. Always check the current pages of your exam body and school. This guide is general information, not legal or medical advice, and contains no medication advice.

Cwestiynau cyffredin¶

How early should I ask for exam accommodations?¶

As early as you can, ideally at the start of the school year or even earlier. Review and approval can take several weeks, and some exam bodies have fixed deadlines months before the exam. If time is short, ask anyway, because there are often late or emergency routes.

Do I need a diagnosis to get extra time?¶

Often you need some evidence, such as an assessment, a doctor's letter or school records showing how the difficulty affects you, but the exact rules differ by country and exam body. Some arrangements can be supported by school evidence without a formal diagnosis. Ask your exams officer or learning support team what is accepted and whether free assessment options exist.

Can I get accommodations for anxiety or panic attacks?¶

Yes, in many systems anxiety and other mental health conditions can qualify when they significantly affect exams. Common supports include a separate room, rest breaks, extra time and water at the desk. A letter from a doctor or counsellor describing your needs usually helps.

What if my request is refused?¶

Ask for the decision and reasons in writing, check what evidence may be missing, and use the appeal process. You can also seek help from a student support service, a disability advocacy group or a national education or equality body. Keep records, stay polite and persistent, and ask whether any interim support or late request route exists.

Nodyn ar ddysgu mwy¶

If you want to support a friend or family member who is struggling with anxiety or a health condition during exams, consider a first aid or mental health first aid course from the Red Cross, St John Ambulance, or a local provider. These courses are practical and open to older students and parents.

Canllawiau cysylltiedig¶

• Profwch bryder ar ddiwrnod yr arholiad
• Panic attack during a test
• Special education IEP violations and improper suspension
• Exam day logistics and emergencies
• Rhifau brys