Creating a more inclusive world for children: International interdisciplinary research Presentations - Stream 1

No. Presentation Title Country First Author
601 Listening as inclusion: Co‑constructing emotionally safe spaces with children and practitioners  United Kingdom Jayne Carter
602 Beyond access: Centring children’s voices in inclusive digital early childhood practices in resource-constrained contexts Nigeria Adedayo Olofinnika
603 Bringing neurodiverse learners’ voices to life through participatory action research  New Zealand Kate Kernaghan
604 Children’s insights about health and healthcare can advance health equity for children with disabilities across the world  Australia Sharynne McLeod
605 Enhancing participation and voice in early childhood classrooms: A scoping review of inclusive practices for children with developmental delays Nigeria Adenike Marquis-Otoijamun
606 Home-school-community collaboration programs for 0- to 6-year-old children: A scoping review  China Jinjin Lu
607 Youth perspectives: Experiences with a multidisciplinary weight management service, a qualitative study  Australia Shen Meei Chia
608 Children draw playing: Interdisciplinary insights from drawings from 10 countries  Australia Carolyn Gregoric
609 Using digital storytelling in teaching foreign languages to young learners  Poland Kamila Wichrowska
610 What should we call play? Teachers’ discursive negotiation of play’s legitimacy in schools  Australia Brendon Hyndman
611 Early childhood educators’ confidence and willingness to teach STEM: A systematic review with a focus on engineering  Australia Rajy Xavier
612 Understanding and responding to children’s vulnerability: What educators need from professional learning  Australia Alison Watson
613 Views of preschoolers on digital technologies  Israel Ora Segal-Drori
614 Co-designing the English classroom: Amplifying adolescent voice, agency, and belonging  Australia Alice Elwell
615 Inclusion and play-based learning: Visual narratives on the Australian early childhood organisation’s websites imagery  Australia Nilufar Jahan
616 Pathways to inclusion for LGBTIQ+ families: Learning from families’ voices in maternity and child and family health  Australia Cyrena Hunt-Madden
617 Listening to families: Access to support for Aboriginal and Torres Strait Islander children with communication needs  Australia Cyrena Hunt-Madden
618 Listening beyond words: Supporting children’s voices through multimodal expression in diverse classrooms  United States Sultana Yasmeen Jamal
619 From voice to action: Embedding children’s environmental rights through measurable participation in early childhood education Australia Gabby Millgate
620 Children’s perspectives: ‘Inclusion is playing together’  Australia Arifa Rahman
621 “Belonging is not the same for everyone: Children’s diverse experiences of inclusion in mentally healthy schools Australia Kim Andreassen
622 Children draw playing: Insights from 101 children in Mongolia  Australia Carolyn Gregoric
623 Intelligibility in Context Scale: A speech screening tool for kindergarten students in Tasmania  Australia Sharynne McLeod
624 Artificial intelligence and communication disorders: Enhancing access to language assessment for multilingual children Canada Insiya Bhalloo
625 Characteristics of speech production and lexical use in toddlers: A play environment with a dog compared to a play environment with a doll  Israel Gitit Mor-Itzhakniya
626 Preparing to protect? Early career nurses’ engagement with mandatory reporting of child maltreatment in Australia: Preliminary results/findings from a qualitative study  Australia Sarah Stenson
627 Involving children who stutter or clutter and their parents in speech-language pathology education  Ireland Amy Connery
628 Between mistrust and engagement: Supporting participation of Roma children in Poland – A literature review  Poland Paulina Domek
629 Using storytelling to support children’s engagement in a local government community consultation project  Australia Felicity Dunn
630 Sustaining children’s scientific literacy in the early years: A four-phase framework for educators  Australia Goutam Roy
631 The family day care system in Australia: Supporting families and addressing workforce challenges  Australia Thi Thao Vu
632 Post-COVID reading delays: Insights from South Africa  South Africa Sandra Stark
633 Syllable-based assessment of whole-word phonology in Persian-speaking children with social communication disorder  United States Pegah Nikrah
634 How little kids learn their languages: Developing an evidence base for young children learning Aboriginal languages in central Australia  Australia Carmel O’Shannessy
635 Continuity of learning for children transitioning to school: Perspectives from Australia and New Zealand  Australia Jessamy Davies
636 “Heads up reader”: Content warnings in young adult literature  Australia Kasey Garrison
637 Redefining ability: Role of technology in amplifying the voices of children with special needs India Madhurima Chakraborty
638 Play as a voice: Supporting social competence in neurodivergent children in inclusive early childhood settings  Australia Masud Ahmmed
639 Embedding children’s voices in early years practice: Applying the Lundy Model in community contexts (Victorian Child Friendly Cities and Communities Advisory Group)   Australia Carmen Cappello
640 Pedagogy, sustainability, and global dialogue  New Zealand Lisa Winiata
641 The development of phonetic complexity in Urdu-speaking children  Hong Kong Saira Ambreen
642 A children’s visual analogue intelligibility scale  Israel Leah R. Paltiel-Gedalyovich
643 Beyond the classroom: The impact of outdoor mathematics activities on preschool teachers’ beliefs and self-efficacy  Türkiye Çağla Banko-Bal
644 Bridging the implementation gap: Inclusive classroom strategies to support learners with dyslexia  Indonesia Naima Nosirova
645 Beyond translation: Underserved families seeking asylum share what cultural recommendations are needed when participating in intervention  Australia Sarah Bartlett
646 “Little Libraries” for Aboriginal and Torres Strait Islander children Australia Sharynne McLeod
647 Reaching every child: Evidence from a multisensory, play-based inclusive education program across diverse global contexts  Australia Mandy Lau
648 Including children in disaster preparedness across regional Australia’s high-risk communities Australia Lucia Wuersch
649 Children as partners in practice: Co‑designed resources for participation, feedback, and shared decision‑making  Australia Kylie Matusewicz
650 Capturing children’s voices beyond words: Quantitative methods for coding vocalisation and gesture in early communication  United States Megan Burkhardt-Reed
651 Drawing belonging: Refugee and migrant children’s voices of starting early childhood and primary school in Aotearoa New Zealand  New Zealand Hazel Woodhouse
652 More than fun and games: Children’s play as a cultural practice and a human right  Slovakia Lilla Garayova
653 Children with disabilities’ views and experiences of engaging with the health sector: Scoping review  Australia Kate Freire
654 Negotiating agency and rights: Consent practices with infants and toddlers in ECEC settings  Australia Sonia Sin
655 Pragmatic experiential education and democratic learning environments for youth  Australia Will Dobud
656 Children’s voices through materials: Identity, clay, and meaning-making in early childhood  Australia Jasmine Crane
657 Representations of disability in picture books: Issues of inclusivity and literary quality  Australia Amanda Niland
658 Intersectionality, neuro-inclusive education, and holistic child development in rural early childhood education in Nepal: A reflective field inquiry  Nepal Sahas Bhandari
659 Resources in 131 languages and dialects about children’s speech development, assessment, and intervention  Australia Helen L. Blake
660 Beyond counting: Supporting early algebraic thinking in children with Down syndrome through family-led intervention  Australia Kathy Cologon
661 Children’s voices in early years read-alouds  United Arab Emirates Vahide Yigit Gencten
662 Preschool teachers’ perspectives on emergent literacy in young children  India Sunila John
663 Healthy minds, mighty kids: Student voice in whole-school mental health education  New Zealand Elisabeth Price
664 Making visual art visible beyond sight: Anti-ableist pedagogy, children’s participation, and inclusive artmaking  Australia Kathy Cologon
665 Creating evidence-based guidelines for culturally responsive clinical practices: Supporting accurate diagnosis of speech sound disorder in Icelandic-Polish speaking children  Iceland Kathryn Crowe
666 Assessment of inclusive education practices in the Schools Division of Batangas City Philippines Rosalina Panganiban
667 The Nigerian children’s parliament: Adult structure or children’s space?  United Kingdom Ewajesu Okewumi
668 Translating early childhood policy: How teams of educators negotiate quality for children  Australia Jessamine Giese
669 Difficulty of phonological tasks in Polish-speaking preschoolers with and without speech sound disorders  Poland Agata Trębacz-Ritter
670 Aspects of early childhood speech in Louisiana  United States Lindsey Bergeron
671 “What do children want?”: Educators’ interpretation of children’s voices in creating equitable learning environments in school-age educare  Sweden Maryna Rosen
672 Risk of early literacy difficulties in Polish-speaking preschoolers with speech sound disorders  Poland Agata Trębacz-Ritter
673 “This is me”: Children’s drawings as multimodal meaning-making, identity construction and participation in early childhood  Malta Josephine Deguara
674 Checking outside the box: A practical checklist for holistic assessment of speech sound disorders  United States Malachi Henry
675 Checking inside the child: A case example of children’s perspectives on speech sound disorders  United States Alexis Moser
676 Reconceiving the dot: How children navigate competing discourses in early childhood art education  Australia Kathy Gelding
677 A bibliometric analysis of shared book reading in children with autism spectrum disorder  India Christeen Aleena Thomas
678 Play-based formative assessment as a catalyst to showcase children’s capabilities and sustain high-quality mathematics pedagogy and practice  Australia Jo Grimmond
679 Digital inequality and children’s inclusion in education  India Piyalee Mandal
680 From voice to influence: Co-constructing curriculum using Lundy’s participation model  Australia Nadia Wilson-Ali
681 From silos to shared pathways: Designing a cross-sector early childhood interagency network in a reforming system  Australia Lauren Haskins
682 Art-based pedagogy and meaning-making among blind schoolgirls in India  India Shafali Chadha
683 Co-constructing inclusion and anti-ableism through the mosaic approach  Australia Aliza Salvador
684 Toys like me and you: Children’s voices, representation, and anti-ableist pedagogy in early childhood  Australia Aliza Salvador
685 Assessing ethnolinguistic vitality and language transmission through institutional support: The case of Amazigh children’s programming on Tamazight TV in Morocco  Morocco Ibrahim Bouylagman
686 Equitable start: Accessible early learning and childcare for survivors of gender-based violence Canada Lisa Lalonde
687 The potential of visual arts in supporting young children’s sustainability understandings  Australia Ljiljana Ferguson
688 Amplifying children’s voices with child-led project-based learning  Australia Ririn Yuniasih
689 Inclusion with joy: How a puppet engaged children with disabilities in participatory research  Australia Olivia Karaolis
690 Children’s and family caregivers’ voices in deafblindness research: A protocol for an international qualitative study supporting the development of ICF Core Sets  Canada Shirley Dumassais
691 From “correct English only” to full voice: How a Lagos teacher used bilingual storytelling (Yoruba English) to create inclusive literacy circles for early learners Lagos Abayomi Olaofe
692 Indigenous children’s voices on well-being: Belonging and connection New Zealand Mira Azzasyofia
693 The flow of childhood as a conceptual framework for interpreting the children’s voice  Sweden Maryna Rosen
694 Challenging barriers to inclusion through a social relational lens in early childhood  Australia Katie Wright
695 Co-regulation as an ethical imperative: A regulation-first adaptation of Theory-U for children’s voice research  Australia Geraldine Harris
696 Mathematics anxiety and inclusive learning experiences in children with Down syndrome: A review of current evidence Australia Mansoureh Moghtadaie Pozveh
697 Did remote learning change anything? Student outcomes and the reality of post-pandemic pedagogy  United States Kelly Maloney
698 Between ”that’s boring” and ”one more time”: Preschoolers’ voices in the evaluation of a mobile story-listening game for children at cognitive risk for dyslexia  Malaysia Mellisa Chin
699 When no one speaks: Silence, image, and child agency in picture books  Egypt Dalia Mostafa Abdulrahman
700 Collaboration between speech pathology and education to screen children’s speech  Australia Felicity Laurence
701 The spoon and ”good care”: Rethinking infants’ rights in early childhood education  Australia Nadia Di Martino
702 Understanding the mental number line of children with Down syndrome  Australia Thi Hong Dung Phan
703 Gender-responsive pedagogical practices in early childhood care and education in Vietnam: A qualitative study   Vietnam Tú Nguyen Thi Cam
704 When inclusion becomes meaningful: Family voices in early childhood education  Australia Hediye Gul Ozdemir
705 Supporting multilingual learners in Icelandic preschools: Interaction of educators’ beliefs, practices, and institutional conditions  Iceland Berglind Jónsdótiir
706 Culturally responsive methods of assessing and diagnosing speech sound disorder in Lithuanian-Icelandic multilingual children: A converging evidence approach  Iceland Zivile Vaisyte
707 Including children’s voices in a neurodiversity‑affirming theatre program  Australia Kelsey Philpott-Robinson
708 Conceptual development in preschool-aged children  Iceland Sara Kristín Þorleifsdóttir
709 Language difference or language disorder? Developing culturally responsive scoring guidelines for a test of Icelandic  Iceland Rebekka Rán Magnúsdóttir
710 Icelandic speech-language pathologists’ practices with multilingual and linguistically diverse children and adults  Iceland Katla Einarsdóttir
711 Lookup: Beyond the screen, the future of childhood  Australia Noah Lewis
712 Does this intervention work? Fidelity measurement in a preschool-based vocabulary intervention  Iceland Halla Jónsdóttir
713 From invisible question marks to unconditional belonging: Family narratives of inclusive education  Australia Kathy Cologon
714 Improving interpreted-mediated interactions in early intervention: Insights from professionals supporting families of children with hearing loss  Iceland Kathryn Crowe
715 Facilitating children’s participation in early childhood education  Indonesia Putri Ayu Wulandari
716 A visual play assessment framework: A systematic approach to tracking children’s development through play  Australia Fangfang Fan
717 A bioecological analysis of children draw playing  Australia Lindsay Smith,
718 Hearing Young Voices: Methodological approaches to studying intercountry adoptees (Ages 0–12) in Ireland Ireland Simone McCaughren
719 Exploring the demographic and contextual determinants of student dropouts in the School Division Office of Batangas City: Inputs for program development  Philippines Marc Elmer Perez
720 Cultivating digital empathy: Children’s voices on identity, ethics, and coexistence in a hybrid digital world  Switzerland Emma Nowotny Villegas
721 Strengthening digital readiness in the Schools Division Office of Batangas City: An international computer and information literacy anchored study of digital learner competence in grades 6 and 10 Philippines Marc Elmer Perez
722 Seeds of leadership: A qualitative study on school leaders’ experiences in curriculum implementation and management practices in the Schools Division of Batangas City  Philippines Marc Elmer Perez
723 Voices of children from migrant and refugee backgrounds: How mindfulness-based art interventions can support their psychosocial well-being  Australia Sara Javadian
724 Children’s conceptual learning through culturally responsive pedagogy in the early years: A literature review  Australia Muhammad Alamgir Hossain
725 The feasibility of the P.E.A.C.E. pack anti-bullying program in Western Mongolian schools  Mongolia Altaituya Burnee
726 The impact of climate change on the development of children in Greece: A narrative review of communication, education, play, and place experiences  Greece Evangelia Kyritsi
727 Capturing children’s voices to inform child-centred outcomes in paediatric hearing care  Australia Ella Boyce
728 Voices unheard: Early childhood classroom through a critical lens  India Sukanya Singh
729 Children’s voices in communication: Linking subjective experiences, drawings, and neural measures  Canada Ruochen Ning
730 Towards consistent standards for assessing the severity of speech disorders in children: An analysis of diagnostic practices of Polish speech therapists Poland Zuzanna Kaszkur
731 Right to information and participation in children’s digital journalism: A comparative study between Portugal and Brazil  Portugal Ana Cátia Ferreira
732 “The mighty six”: Drawing on children’s participation rights to (re)imagine physical education and physical activity experiences with autistic students  United Kingdom Stella Gkegka
733 Changing how children speak: Effects of syntactic intervention on spontaneous language in autism spectrum disorder  Portugal Mafalda Azevedo
734 The right to musical knowledge: Curricular policies and music education in local Brazilian public schools  Brazil Valter Junior
735 Play “makes the world happy”: Children’s voices about play in the world Australia Belinda Downey
736 Play environments for blind and low vision children: Findings from a scoping review  Australia Fatemeh Aminpour
737 Understanding the representation of children with disabilities in Hindi cinema  India Vidya Vishwakarma
738 Assent in action: Exploring ethical practice in arts-based research with young children  Australia Tamara Cumming
739 Understanding the voices and learning experiences of children with autism in inclusive educational settings  Nepal Saguna Thapa
740 Children as meaning-makers: Home-educated children’s photo-narratives of learning, belonging and participation  United Kingdom Jeannette Simpson
741 Children’s interactions with peers vs educators during play: A multimodal study of their potential to promote language learning  Australia Trevor Carroll
742 Looking to hear: Engagement, dialogue, and encounters unpacking children’s voices in the context of play  Australia Brooke Bailey
743 Exploring similarities and differences between the early years learning framework (EYLF), Australia and Sri Lanka’s national early childhood curriculum framework: Implications for early childhood practice  Sri Lanka Yasaara Kaluaratchi
744 Preparing teachers for play: A Playwork-informed approach to children’s rights and inclusion   Australia Sophia Stirling

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