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Kristin Snoddon

Associate Professor
EducationPhD
Areas of ExpertiseInclusive education policy; Sign language planning and policy in early childhood; Literacy; Bilingualism; Disability studies

Kristin Snoddon’s research and professional experience includes collaborative work with deaf communities in developing sign language and early literacy programming for young deaf children and their parents. Her longstanding program of research has focused on developing a parent American Sign Language curriculum that is aligned with the Common European Framework of Reference for Languages. Additionally, she analyzes policy issues related to inclusive education, sign language rights and acquisition planning for ASL.

Before coming to Ryerson, she taught at the University of Alberta and Carleton University. She serves as co-ordinator for the World Federation of the Deaf’s Expert Group on Deaf Education. She also serves as executive editor for Deafness & Education International.

  • CLD 314: Literacy in the Early Years
  • CLD 332: Families in a Canadian Context II
  • CLD 445: Inclusion and Consultation
  • CS8 929: Minority-Language Children

Research interests:

  • Inclusive education policy
  • Sign language planning and policy
  • Early literacy
  • Plurilingualism

Books:

  • Snoddon, K. & Weber, J. (Eds., 2021). Critical perspectives on plurilingualism in deaf education. Bristol, UK: Multilingual Matters.
  • Kusters, A., Green, M., Moriarty Harrelson, E., & Snoddon, K. (Eds., 2020). Sign language ideologies in practice. Berlin: Mouton De Gruyter.

Guest Edited Issues of Refereed Journals:

Book chapters:

  • Kusters, A., Green, M., Moriarty Harrelson, E., & Snoddon, K. (2020). Sign language ideologies: Practices and politics. In A. Kusters, M. Green, E. Moriarty Harrelson, & K. Snoddon (Eds.), Sign language ideologies in practice. Berlin: Mouton de Gruyter.
  • Snoddon, K. (2020). Teaching sign language to parents of deaf children in the name of the CEFR: Exploring tensions between plurilingual ideologies and ASL pedagogical ideologies. In A. Kusters, M. Green, E. Moriarty Harrelson, & K. Snoddon (Eds.), Sign language ideologies in practice. Berlin: Mouton de Gruyter.
  • Snoddon, K. (2020). L2/Ln parent education. In R. Rosen (Ed.), The Routledge handbook of sign language pedagogy. Oxfordshire, UK: Taylor & Francis/Routledge.
  • Snoddon, K. & Underwood, K. (2018). A social relational model of Deaf childhood in action. In T. Curran, K. Liddiard, & K. Runswick-Cole (Eds.), The Palgrave handbook of disabled children's childhood studies. Basingstoke, UK: Palgrave Macmillan.
  • Burke, T.B., Snoddon, K., & Wilkinson, E. (2016). Genetics and deafness: A view from the inside. In B. Vona & T. Haaf (Eds.), Genetics of deafness (Monographs in Human Genetics series, 20, pp. 1-8). Basel, Germany: Karger.

Journal articles:

  • Zero Project Innovative Practice (for Developing a Parent Sign Language Curriculum), 2016
  • The Canadian Association of the Deaf Marshall Wick Award for Excellence in Deaf Education, 2015