A balance between our potential versus our

actual abilities.

What we personally describe as being

‘ourselves’, what we perceive of as our body.

The balance between what the learner

chooses to do and the amount of energy or

effort they expend in completing a task.

Process of attributing an interpretation to the

outcome of a task – the explanation we

provide for success or failure.

A complex neurodevelopmental disorder,

which affects an individual’s social and

emotional interaction with others.

A combination of strengths and limitations

can affect reading, writing, and spelling, and

sometimes mathematical ability.

A hyperkinetic disorder which comprises of

inattention, hyperactivity, and impulsivity.

Learners whose potential is above average

and in one or more of the following domains:

intellectual, social, physical, and creative.

Inclusion A philosophy informed through research and

practice.

A theory comprising of three strands, namely

competence, relatedness, and autonomy.

Concepts of mental health include subjective

well-being, perceived self-efficacy,

autonomy, competence, inter-generational

dependence, and recognition of the ability to

realise one’s intellectual and emotional potential.

The capacity of an individual to maintain

normative, or positive, development in the

presence of risk.

Components that can be implemented to

diminish undesirable behaviour.

Seeing a picture of an event in your mind.

Active, dynamic process, in which the image

is continuously modified as if it were an

enhanced video recording.

Modifying self-defeating, irrational, and

anxiety-provoking cognitions or thoughts.

Mental activity occurs whenever an

individual thinks and allows perceptions and

beliefs to become conscious.

The way in which the person concentrates

on, processes, internalises, and remembers

new information, based on the biological and

developmental characteristics of the

individual.