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Research on Self-Determination Theory has shown that teachers’ need-supportive behaviour is associated with student motivation and engagement. The purpose of this study is to examine the effectiveness of an intervention aimed at increasing the motivation of students with congenital and acquired deafblindness by enhancing teachers’ need-supportive behaviour. To assess the intervention effect, this study follows a multiple case-study design. Teacher questionnaires were administered and video observations of teacher–student interactions were made during pre-test, post-test and follow-up phases. The results showed that teachers provided involvement most, followed by structure and autonomy support. Teachers’ provision of structure and autonomy seems to improve most after the intervention. In general, teachers of students with congenital deafblindness showed larger intervention effects than teachers of students with acquired deafblindness. The results also provide indications that students’ levels of engagement improved after the intervention. [ABSTRACT FROM PUBLISHER]

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. [ABSTRACT FROM AUTHOR]