Description
Self-Determination Theory describes how the social environment can support students’ motivation to become more engaged in learning and development. This is possible by supporting the three basic psychological needs: the need for competence, the need for autonomy and the need for relatedness. These universal needs are of utmost importance for all learners, but even more challenging for teachers of students with special educational needs. This will be empirically addressed by focusing on two underidentified and underserved groups of students. Teachers of students with congenital or acquired deafblindness and teachers of twice-exceptional learners, i.e., gifted students with a cooccurring specific learning (dyslexia, dyscalculia) and/or developmental (ASD, ADHD, SEBD) disorders, can foster students’ motivation by supporting these three psychological needs. Autonomy-supportive in combination with structure-supportive teaching behavior deserves special attention, as research shows that this combination is least provided by teachers. In this contribution, we describe what structured autonomy-supportive teaching behavior entails to motivate and engage students with deafblindness as well as twice-exceptional students. By using multiple case studies that zoom in on supportive and non-supportive teacher-student interactions, the effect on student motivation will be explained. Recommendations are made to encourage structured autonomy-supportive teaching behavior, thereby focusing on the room for academic growth and the well-being of students with special educational needs.is a serious clinical issue in humans.| Period | 13-Jun-2024 |
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| Event title | 14th Annual World Congress of Neurotalk |
| Event type | Conference |
| Location | Budapest, HungaryShow on map |
| Degree of Recognition | International |