PSED LEARNING UNIT 1

MEETING THE NEEDS OF

THE LEARNER INWARDS

BY TYLA NAICKER
 LEARNING OUTCOMES
LO1: Explain The Self as it relates to Psychology
LO2: Discuss The Self as ‘I’ and The Self as ‘Me’
LO3: Differentiate between Self-Image and Self-Esteem
LO4: Discuss Self-Efficacy and its underlying factors
LO5: Analyse Self-Attribution as it related to modern Psychology.
LO6: Describe the Nurturing of the Self
LO7: Discuss the Traditional Perspective on Individual Children
LO8: Differentiate between Special Educational Needs and Disabilities
LO9: Analyse Autism Spectrum Disorders (ASD)
LO10: Summarise Dyslexia or Specific Learning Difficulties (SPLD)
LO11: Discuss Attention Deficit-Hyperactivity Disorder (ADHD)
LO12: Describe Speech, Language and Communication Needs (SLCN)
LO13: Analyse Behavioural, Emotional and Social Difficulties (BESD)
LO14: Summarise Moderate Learning Difficulties (MLD)
LO15: Describe Gifted and Talented Learners
LO16: Discuss inclusion in the educational context.
 Introduction
WHO ARE WE? WHAT MAKES US WHO
WE ARE? WHY ARE WE ALL DIFFERENT?
WHAT DO WE VALUE THE MOST?
INTRINSICALLY, WHAT MAKES US TICK?
01

Explain The Self as it

relates to Psychology
Get to know to yourself
Everyone has a way of defining who they are.
You may define yourself based on your
personality, your interests, your actions, based
on where you were raised, or in any way that
you see fit. But what does the term "self" mean
in terms of psychology? Let's delve deeper to
find out.
 The Definition of The
In personality psychology,
the self can Self
be defined as the
individual as a whole, including
all characteristics, attributes,
mentality, and consciousness A
person may define themselves
based on their opinions, beliefs,
past experiences, actions, place of
origin, or religion.
 Individuation is described as the process by
which an individual becomes a unique person
encompassing both their conscious and
unconscious selves.

Jung states that individuation is completed when

late maturity is reached. The self is considered the
centre of an individual's world and encompasses
more than just personal identity. The way you
perceive the world is a reflection of yourself, along
with your thoughts, actions, and characteristics.
 Discuss The Self as ‘I’ and The
Self as ‘Me’
1. In personality psychology, the self is divided into two parts: 'I' and
'Me'. The I portion of the self refers to the person as an individual
who acts within the world while also being influenced by the world.
This part of the self encompasses how an individual experiences
themselves based on their actions.

2. The second portion of the self is known as the me. This portion of the
self encompasses our reflections and evaluations of ourselves. Under
the me, individuals pay attention to their physical, moral, and mental
characteristics to evaluate their skills, traits, opinions, and feelings.
 Differentiate between Self-Image
and Self-Esteem

Our self-image philosophy is how we picture ourselves in our

minds. We may view ourselves as intelligent, beautiful, or
sophisticated. We may also have negative views of ourselves
which can lead to depression and other mood disorders. Our
consciousness of our self-image often becomes our personal
identity. If we consciously believe that we are intelligent, our
personal identities may be shaped around our intelligence.
 Differentiate between Self-Image
and Self-Esteem
1. A person's self-esteem differs from our self-image
philosophy. Our self-esteem philosophy is a part of our
consciousness and is how we feel about the self and our
accomplishments in life. We may feel a sense of pride or
shame with the self and our accomplishments. Our self-
esteem is a direct reflection of how we feel about the self.

2. If a person has poor self-esteem, their personality traits can

reflex their self-esteem. For example, a person with poor self-
esteem may be depressed, shy, or socially anxious, while a
person with high self-esteem may be outgoing, friendly, and
Discuss Self-Efficacy
and its underlying
factors
 Self-efficacy is an individual's belief that they
can do certain things based on how they view
themselves and how successful they have been in
the past.

While these constructs lead to a better

understanding of oneself, each requires different
steps and produces different results. Self-concept
leads to an overall opinion of oneself, self-esteem
determines a person's view of their worth, and
self-efficacy focuses on what a person believes
they can accomplish.
The Development of Healthy and Inflated Self-
Concepts:

A person's self-concept develops through three main

stages:

Self-assessment: The person assesses aspects of

themselves that are important to their identity.

Self-belief: This is a person's belief in oneself and

their abilities, similar to the concept of self-efficacy.

Self-attribution: The person attributes their behavior

to either internal or external causes.
 Components of Self-Efficacy
Theory
Alongside the introduction of self-efficacy, Bandura
also suggested the four main components of
self-efficacy theory, commonly known as the
four sources of influence on self-efficacy.

The four components are:

 mastery experiences,
 vicarious experiences,
 emotional, physical, and psychological states,
 and verbal persuasion.
 MASTERY EXPERIENCES
Mastery experiences are one's previous experiences in
accomplishing similar tasks or activities.

If individuals have experienced certain tasks in the past,

they are more likely to feel confident and competent in
accomplishing similar tasks in the present. However,
while good mastery experiences can influence one's self-
efficacy positively, bad ones can do exactly the opposite.
 VICARIOUS EXPERIENCES
Vicarious experiences are accumulated by individuals through
observing other people's experiences in similar tasks. Thus, vicarious
experiences lie in individuals' social models, such as their parents,
teachers, coaches, or employers. The more positive these role models
are, the higher the chances of individuals developing positive self-
beliefs.

How do vicarious experiences demonstrate in real-life contexts?

There have been various inspiring women leaders and activists
worldwide who have positively and actively empowered global women
in thriving for gender equality at work. Thus, as leading women figures
can make it happen, normal women have also believed that they can do
it themselves!
 EMOTIONAL, PHYSICAL AND
PSYCHOLOGICAL STATES
1. Emotional, physical, and psychological states represent
individuals' well-being conditions that can influence their
feelings about their own capabilities.
2. According to Bandura, individuals only feel good about
themselves as long as they are mentally, physically, and
psychologically healthy and positive.
People who have a high sense of efficacy are likely to
view their state of affective arousal as an energizing
facilitator of performance, whereas those who are
beset by self-doubts regard their arousal as a
debilitator.

— Albert Bandura
 VERBAL PERSUASION
Verbal persuasion refers to how encouragement and
discouragement from others can shape individuals' self-efficacy
in a specific situation. While positive verbal feedback can
consolidate individuals' confidence levels, negative feedback
can discourage them from driving the best out of themselves.

For example, during your high school years, teachers constantly

complimented you on your high performance in science
subjects. Then, you gradually perceived yourself as a good
learner in science matters. Thus, you eventually chose to
pursue your bachelor's degree in Business and Economics.
 Analyse Self-Attribution as it
related to modern Psychology:

Self-attribution is defined as the process in

which people comprehend the outcomes and
consequences of their behaviors. Self-serving
attribution is typical behavior of individuals
taking credit for positive outcomes but finding
faults in external circumstances for negative
ones.
Also, the term can indicate relating successes to
personal skills and failures to issues beyond a
person's control. Self-serving attribution bias is a
type of attribution bias which assigns behaviors to
individuals and one's self based on observable
Analyse Self-Attribution as
it related to modern
Psychology:
Internal Attribution
● Internal attribution occurs when a person relates
personal reasons to an event's outcome rather than
associating the situation with external causes. When
these events are mostly positive, individuals with
self-serving attribution bias will mainly associate
themselves with the reason for the outcome.
Analyse Self-Attribution as
it Attribution
External related to modern
Psychology:
● External attribution is assigning outcomes to
external causes. A person with self-serving
attribution bias will use external attribution in a
negative outcome, associating the negative outcome
with external causes rather than themselves. Such
people believe that they cannot fail; therefore they
reason that other people or external factors
contribute to their failures.
 Describe the
Nurturing of the Self
To begin with, what is self nurturing? Well, the oxford
dictionary provides the definition as:
Self – noun – A person’s essential being that
distinguishes them from others
Nurture – verb –
1. Care for and protect (someone or something) while
they are growing.

2. Help or encourage the development of

3. Cherish (a hope, belief, or ambition)

 Discuss the Traditional Perspective on
Individual Children
Cultural background gives children a sense of who they are. The
unique cultural influences children respond to from birth,
including customs and beliefs around food, artistic expression,
language, and religion, affect the way they develop
emotionally, socially, physically, and linguistically.

When a child’s self-identity is at odds with the social

environment due to cultural differences, it can hinder learning.
Fortunately, culturally competent educators help children of all
cultural backgrounds learn by showing an understanding and
acceptance of diverse cultures and how they make each child
uniquely valuable.
 Discuss the Traditional Perspective on
Individual Children
Parental Influences on Child Development

Parents’ culture can influence their children’s development. A

2019 study, for example, found that cultural values often
influence the way parents raise their children, including how
they discipline and set boundaries. It makes sense that parents
raise their children based on cultural influences because they’re
preparing them to develop behaviors necessary to operate and
thrive in that culture. However, when the social environment
and home culture clash, developmental issues can arise.
 Differentiate between Special
Educational Needs and Disabilities

Speaking about the term Disability, it is

more about physical and mental inabilities
while special needs are related to learning
disabilities. There is one more term –
differently-abled, which is used for mental
as well as physical disabilities.
 Differentiate between Special
Educational Needs and Disabilities

The Special Educational Needs and Disability Code of Practice

(2015) defines special educational needs as:

“A child or young person has SEN if they have a learning

difficulty or disability which calls for special educational
provision to be made for him or her. A child of compulsory
school age or a young person has a learning difficulty or
disability if he or she: has a significantly greater difficulty in
learning than the majority of others of the same age or has
a disability which prevents or hinders him or her from
making use of facilities of a kind generally provided for
others of the same age in mainstream schools or
mainstream-post 16 institutions.”
Analyse Autism Spectrum Disorders
(ASD)
Autism spectrum disorder (ASD) is a developmental disability
caused by differences in the brain. Some people with ASD have
a known difference, such as a genetic condition. Other causes
are not yet known. Scientists believe there are multiple causes
of ASD that act together to change the most common ways
people develop. We still have much to learn about these causes
and how they impact people with ASD.

People with ASD may behave, communicate, interact, and learn

in ways that are different from most other people. There is
often nothing about how they look that sets them apart from
other people. The abilities of people with ASD can vary
significantly.
ASD
 ASD

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 Summarise Dyslexia or Specific Learning
Difficulties (SPLD)

SpLDs (Specific Learning Difficulties – or

learning differences) are thought to
affect at least 10% of the population.

SpLDs affect the way information is

processed and learned, which can have
a very significant impact on formal
education and study, and subsequently
often on self-confidence as well.
 Summarise Dyslexia or Specific Learning
Difficulties (SPLD)
Dyslexia mainly affects literacy and language-related skills. It is
characterised by weaknesses in the fluency and accuracy of
reading and writing and in the speed and quantity of information
which can be processed at any one time.

Dyspraxia/Developmental Co-ordination Disorder (DCD) is

characterised at its core by weaknesses in fine and/or gross motor
co-ordination, but also by difficulties with organisation skills and
sometimes visual perception.. Dysgraphia affects the both the
ability to handwrite and also the skills needed to compose written
prose fluently.

Dyscalculia is characterised by impairments in learning arithmetic

 Discuss
Attention
Deficit-
Hyperactivity
Disorder
(ADHD)
Discuss Attention Deficit-Hyperactivity
Disorder (ADHD)
ADHD stands for attention deficit hyperactivity disorder. It’s
a brain disorder that affects how you pay attention, sit
still, and control your behavior. It happens in children
and teens and can continue into adulthood.
ADHD is the most commonly diagnosed mental disorder in
children. Boys are more likely to have it than girls. It’s
usually spotted during the early school years, when a
child begins to have problems paying attention.
ADHD can't be prevented or cured. But spotting it early,
plus having a good treatment and education plan,
canhelp a child or adult with ADHD manage their
symptoms.
Describe Speech, Language and
Communication Needs (SLCN)
SLCN is a term used to describe children who don’t
have fully developed speech, language and
communication.
Speech refers to spoken words. A child without
speech difficulties will be able to speak without
hesitating, and use a clear voice.
A child with language difficulties will struggle to join
words together into sentences and conversations,
making it hard to converse with other people. This
may result in children becoming frustrated as
they cannot explain what they want and
potentially not get their needs met.
Analyse Behavioural, Emotional and Social
Difficulties (BESD)
What is BESD?

Of all the Special Educational Needs, BESD is the most difficult

to define succinctly. ‘Behavioural, emotional and social
difficulties’ is a highly amorphous term, covering issues to do
with behaviour, learning, interpersonal relationships and self-
esteem and often occurs concurrently with other learning
disabilities or mental health problems.
“Children and young people who demonstrate
features of emotional and behavioural difficulties,
who are withdrawn or isolated, disruptive and
disturbing, hyperactive and lack concentration;
those with immature social skills; and those
presenting challenging behaviours arising from
other complex special needs.”
Challenges to Inclusion for Children
with BESD
Being a part of the system responsible for
effecting this change is no easy task. Children
with BESD have often had traumatic experiences
that have left them deeply mistrustful of others.

Consequently they struggle to form meaningful,

reciprocal relationships. Rather than risk being
hurt so severely again, they create defenses in
order to keep people from getting close. This
way, they are protected from pain, anger and
shame. However, they are also blocked off from
love, empathy and praise.
 Summarise
Moderate
Learning
Difficulties
Moderate (MLD)
Learning Difficulties (MLD) are one of the most
prevalent triggers that teachers and parents experience with
a child. A learning difficulty, often known as a learning
disability, occurs when the brain's ability to comprehend
information is impaired. This impairment can be caused by
many factors, including genetic or biological causes,
neurological disorders, sensory impairments,
emotional problems, or environmental influences such as
poverty, abuse, trauma, or neglect.
Summarise
Learning
Difficulties
(MLD)
Mild Learning Difficulties: IQ is
usually between 50 and 70. Physical
traits are frequently absent. They
are able to communicate effectively
with others. They have high basic
literacy and numeracy skills and are
able to go about their daily lives
normally.
Summarise
Learning
Difficulties
(MLD)
Moderate Learning Difficulties:
they have the ability to manage
their personal care and have an
IQ range of 35 to 49. They have
some difficulty with
communication skills.
Table of contents
Social emotional Anxiety
01 learning 02 management
You can describe the You can describe the
topic of the section here topic of the section here

Dealing with life Develop a positive

03 challenges 04 self-image
You can describe the You can describe the
topic of the section here topic of the section here
Summarise
Learning
Difficulties
(MLD)
Severe Learning Difficulties: they
have an IQ range of 20 to 34, major
developmental delay, and limited
communication and verbal
comprehension skills. They require
assistance in order to cope in social
circumstances.
Summarise
Learning
Difficulties
(MLD)
Profound Learning Difficulties:
they have an IQ of less than 20
and have a major
developmental delay in all areas
where a well-supported plan and
provision are required. There are
significant cognitive impairments
as well as physical abnormalities.
 Describe Gifted and
Talented Learners

The idea of multiple intelligences leads to new ways of

thinking about students who have special gifts and
talents. Traditionally, the term gifted referred only to
students with unusually high verbal skills. Their skills
were demonstrated especially well, for example, on
standardized tests of general ability or of school
achievement. More recently, however, the meaning
of gifted has broadened to include unusual talents in a
range of activities, such as music, creative writing, or the
arts (G. Davis & Rimm, 2004). To indicate the change,
educators often use the dual term gifted and talented.
 Describe Gifted and Talented
Learners
What are students who are gifted and talented like? Generally they
show some combination of the following qualities:
 They learn more quickly and independently than most students their
own age.
 They often have well-developed vocabulary, as well as advanced
reading and writing skills.
 They are very motivated, especially on tasks that are challenging or
difficult.
 They hold themselves to higher than usual standards of
achievement.
Discuss inclusion in the educational
context
What is inclusive education?

Let’s begin with a definition of inclusive education. We can

define inclusive education as a teaching model whereby
all students, regardless of their ability, learn together in one
environment.

The aim of an inclusive education environment is to ensure that

all students are treated fairly and get equal opportunities.
Within an inclusive education environment, student diversity
and uniqueness should be celebrated without discrimination.
Discuss inclusion in the educational
context
Full inclusion
This teaching model is centred around the theory that all
students belong within the main classroom. A full inclusion
model means that students with visible or hidden disabilities
will always work alongside their peers.

Partial inclusion
This teaching model is also built around allowing all students to
learn and interact with the main classroom. However, partial
inclusion also involves separated learning for students that
need additional support outside of the classroom.
Discuss inclusion in the educational
context
Mainstreaming
With the mainstreaming method, disabled students will begin
their education journey in a self-contained classroom away from
the main classroom.
 Does anyone have any
questions?

Thank
[email protected]

you!
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