The article presents a comprehensive literature review of evidence aboutthe psychological needs of students with hearing and/or visual loss, aswell 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 importantinfluence that psychological needs bear on the motivation of students.Seventeen studies were included. Although the results are fragmented in thesense that no study was found to encompass Self-Determination Theory as awhole, researchers were able to assess the psychological needs for competence,autonomy, and relatedness separately. Existing literature reports inconsistentfindings concerning the perceived needs of students. A few studies suggestthat students feel more competent and related in special classroom settingsthan they do in mainstream settings. Other studies indicate that the extentto which students feel competent, autonomous, and related is often similar tothat of students without sensory loss. Potential implications for educationalpractice and suggestions for future research are discussed.