A literature review on how need-supportive behavior influences motivation in students with sensory loss

This review examines the literature on the effects of need-supportive teaching on motivation, engagement, and educational outcomes of students with visual or hearing impairments or deafblindness. We searched literature for evidence relating to dimensions of need-supportive teaching, namely providing structure, autonomy support, and involvement, as described in Self-Determination Theory. Of the 19 studies reviewed, most addressed how teachers provide structure. The literature revealed that, in general, teachers provide structure in their lessons, and this has a positive impact on students' motivation, engagement, and educational outcomes. Fewer studies and inconsistent results were found concerning teachers' provision of autonomy support and involvement