A Literature Review on the Psychological Needs of Students with Sensory Loss

Autor/inn/en	Haakma, Ineke; Janssen, Marleen; Minnaert, Alexander
Titel	A Literature Review on the Psychological Needs of Students with Sensory Loss
Quelle	In: Volta Review, 116 (2017) 1-2, S.29-58Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0042-8639
Schlagwörter	Student Needs; Psychological Patterns; Hearing Impairments; Visual Impairments; Student Motivation; Learner Engagement; Self Determination; Competence; Personal Autonomy; Academic Achievement; Emotional Response; Interpersonal Relationship; Deafness; Blindness + Suchen Sie Ihr Suchwort? Hearing impairment; Hörbehinderung; Visual handicap; Sehbehinderung; Schulische Motivation; Selbstbestimmung; Kompetenz; Individuelle Autonomie; Schulleistung; Emotionales Verhalten; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Gehörlosigkeit; Taubstummheit; Blindheit
Abstract	The article presents a comprehensive literature review of evidence about the psychological needs of students with hearing and/or visual loss, as well as the effect of their perceptions of need support on their motivation, engagement, and outcomes. The framework applied is based on the Self-Determination Theory of motivation, which addresses the important influence that psychological needs bear on the motivation of students. Seventeen studies were included. Although the results are fragmented in the sense that no study was found to encompass Self-Determination Theory as a whole, researchers were able to assess the psychological needs for competence, autonomy, and relatedness separately. Existing literature reports inconsistent findings concerning the perceived needs of students. A few studies suggest that students feel more competent and related in special classroom settings than they do in mainstream settings. Other studies indicate that the extent to which students feel competent, autonomous, and related is often similar to that of students without sensory loss. Potential implications for educational practice and suggestions for future research are discussed. (As Provided).
Anmerkungen	Alexander Graham Bell Association for the Deaf and Hard of Hearing. 3417 Volta Place NW, Washington, DC 20007. Tel: 202-337-5220; Fax: 202-337-8314; e-mail: periodicals@agbell.org; Web site: http://www.agbell.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01