Journal articles

Snoddon, K. (2020). The social and epistemological violence of inclusive education for deaf learners. Canadian Journal of Disability Studies, 9(4).

Snoddon, K. (2020). Sign language planning and policy in Ontario teacher education. Language Policy. Ahead of print.

Snoddon, K. (2020). ‘It seemed like if you chose sign language you were going to be punished’: A narrative case study of participant experiences with supporting a deaf child in Ontario early childhood education and care. Deafness & Education International. Ahead of print.

Snoddon, K. & Weber, J. (2020). Commentary: Shapes and sites of deaf people’s transinstitutionalization. Canadian Journal of Disability Studies, 9(3).

Weber, J. & Snoddon, K. (2020). Intelligibility as a methodological problem in the rehearsal spaces of a deaf play, Apple Time. Sign Language Studies, 20(4), 595-618.

Snoddon, K. & Paul, J.J. (2020). Framing sign language as a health need in
Canadian and international policy
Maternal and Child Health Journal, 2974.

Murray, J.J., Snoddon, K., De Meulder, M., & Underwood, K. (2020). Intersectional inclusion for deaf learners: Moving beyond General Comment No. 4 on Article 24 of the UNCRPD. International Journal of Inclusive Education, 24(7), 691-705.

Murray, J.J., Hall, W.C., & Snoddon, K. (2020). The importance of signed language for deaf children and their families. The Hearing Journal, 73(3), 30-32.

Murray, J.J., Hall, W.C., & Snoddon, K. (2019). Education and health of children with hearing loss: The necessity of signed languages. Bulletin of the World Health Organization, 97.

Snoddon, K. & Murray, J.J. (2019). The Salamanca Statement and sign language education for deaf learners 25 years on. International Journal of Inclusive Education.

Snoddon, K. & Wilkinson, E. (2019). Problematizing the legal recognition of sign languages in Canada. Canadian Modern Language Review, 75(2) 128-144.

Snoddon, K. & Underwood, K. (2017). Deaf time in the twenty-first century: Considering rights frameworks and the social relational model of deaf childhood. Disability & Society, 32(9), 1400-1415.

Snoddon, K. (2017). Uncovering translingual practices in teaching parents classical ASL varieties. International Journal of Multilingualism, 14(3), 303-316.

Paul, J.J. & Snoddon, K. (2017). Framing deaf children’s right to sign language in the Canadian Charter of Rights and Freedoms. Canadian Journal of Disability Studies, 6(1).

Snoddon, K. (2016). Whose ASL counts? Linguistic prescriptivism and challenges in the context of parent sign language curriculum development. International Journal of Bilingual Education and Bilingualism, 21(8), 1004-1015.

Snoddon, K. (2015). Using the Common European Framework of Reference for Languages to teach sign language to parents of deaf children. Canadian Modern Language Review, 71(3), 270-287.

Snoddon, K. (2014). Ways of taking from books in ASL book sharing. Sign Language Studies, 14(3), 338-359.

Snoddon, K. & Underwood, K. (2014). Toward a social relational model of Deaf childhood. Disability & Society, 29(4), 530-542.

Snoddon, K. (2011). Action research with a family ASL literacy program. Writing & Pedagogy, 3(2), 265-288.

Snoddon, K. (2010). Technology as a learning tool for ASL literacy. Sign Language Studies, 10(2), 197-213.

Snoddon, K. (2009). Equity in education: Signed language and the courts. Current Issues in Language Planning, 10(3), 279-295.

Snoddon, K. (2008). American Sign Language and early intervention. Canadian Modern Language Review, 64(4), 581-604.