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Helping children with visual impairment develop humour: a review of the literature

James Cook University, Australia, Paul.Pagliano{at}jcu.edu.au

Alana M. Zambone

East Carolina University, USA

Pat Kelley

Texas Tech University, Texas, USA

Humour is a highly regarded attribute and often forms the basis of childhood friendships. As much humour is visual, children with visual impairment are particularly vulnerable to missing out on this type of development. Recent research indicates that children can be taught to develop their sense of humour. Therefore, children with visual impairment must be given plentiful opportunities to overcome limitations so that they are not excluded. This article recommends that children with visual impairment be explicitly taught about humour in order to facilitate more active inclusion in the pleasurable pursuits of their social cohort. Research on stages of humour development in children is discussed, and those characteristics and processes that assist the learning process in children with visual impairment are highlighted. Techniques for the six major aspects of instruction in humour are described, along with strategies for addressing challenges faced by children with visual impairment in their efforts to appreciate humour.

Key Words: expanded core curriculum • humour curriculum • humour development • quality of life • social skills • visual impairment

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