Promoting Humor With Prekindergarten Children With and Without Language Impairments in Classroom Settings

Fitzgerald, Karen; Craig-Unkefer, Lesley

doi:10.1177/1096250608320290

Cited by 5 publications

(5 citation statements)

References 18 publications

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“…Further, it is shown how humor can be developed using specific strategies in children with visual impairments by giving opportunities to promote their inclusion and mainstreaming (Pagliano, Zambone, & Kelley, 2007). Prekindergarten-level children with language impairments have benefited from the use of humor in classroom settings (Fitzgerald & Craig-Unkefer, 2008).…”

Section: Blindmentioning

confidence: 99%

Humor in Disabilities and Impairments

Venkatesan¹

2022

PIJR

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The theme of comedy, humor, laughter, and disability has a long, complex, and uneasy relationship. There are many jokes, narratives, images, and limericks that denigrate the disabled. Sometimes, the affected people have themselves taken to humor for showcasing their experiences, constructing or deconstructing the several stereotypes that are held by unaffected people.Many disability conditions ranging from sensory,physical,and developmental are misunderstood or doubted whether these persons are capable of understanding or producing humor at all.This thematic review covers a bibliography of nearly 75 peer-reviewed published research papers on humor in disability. The coverage extends from the 1980s when deaf humor vis-a-vis sign language was the focus, change in the 1990s to doubts about whether disability conditions like autism are capable of humor production or appreciation at all. The narration concludes that disability humor needs to be further explored as a therapeutic device to debunk stereotypes or stigma and ameliorate the well-being and quality of life of the affected people,their carers as well as professionals working with them.

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Section: Blindmentioning

confidence: 99%

Humor in Disabilities and Impairments

Venkatesan¹

2022

PIJR

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“…Caregivers can foster humor appreciation early on through reciprocal exchanges involving the give and take of objects, clowning and silliness, tickling, pretense, or episodes of symbolic play. 74,75 In the preschool and school years, humor coaches (e.g., caregivers and educators) can also: Joke around: incorrectly name objects, make up silly words for things, engage in incon-gruent actions with or without props (pile clothes on someone; use an elongated gate while walking).…”

Section: Whether To Teach Humor To Persons With Autismmentioning

confidence: 99%

Section: Assessing and Supporting Humor Developmentmentioning

confidence: 99%

A Review of the Nature and Development of Humor Appreciation and Considerations for Teaching Humor to Autistic Persons

Hutchins

2022

Semin Speech Lang

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The development of humor is complex and heterogeneous within and across neurotypical and neurodivergent groups. Some autistics develop differences (not deficits) in humor appreciation, whereas others report difficulties “getting the joke” and identify this as in need of support. This is important because humor appreciation and comprehension are linked to psychological well-being and social success. This article describes the therapeutic potential for teaching humor comprehension to autistic persons and the benefit of broader education efforts to forge an understanding of the value of “different senses of humor.” The nature and development of humor comprehension in neurotypical development and autism are reviewed. Considerations for whether and how to teach humor comprehension are offered that maximize goodness-of-fit, prioritize autistic autonomy, and promote the sharing and appreciation of different kinds of “funny.”

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“…Research has identified humor in cartoons, and similar genres, that are age-appropriate for students with and without disabilities (Fitzgerald & Craig-Unkefer, 2008). For example, Fitzgerald and Craig-Unkefer (2008) found that young students, both with phonological impairments and without language impairments, were able not only to understand and appreciate pictorial humor, but also to produce humor themselves. Age-appropriate and cognitively accessible humor also serves social and emotional functions.…”

Section: Comics Literature Children and Disabilitymentioning

confidence: 99%