CVC2026-648 – Including children in disaster preparedness across regional Australia’s high-risk communities
Lucia Wuersch, Charles Sturt University, Australia
CVC2026-647 – Reaching every child: Evidence from a multisensory, play-based inclusive education program across diverse global contexts
Mandy Lau, Reach & Match Inclusive Education, Australia
CVC2026-641 – The development of phonetic complexity in Urdu-speaking children
Saira Ambreen, The University of Hong Kong, Hong Kong; Carol Kit Sum To, The University of Hong Kong, Hong Kong
CVC2026-641 – The development of phonetic complexity in Urdu-speaking children View Presentation
CVC2026-640 – Pedagogy, sustainability, and global dialogue
Lisa Winiata, Kaitiaki kindergartens, New Zealand
CVC2026-640 – Pedagogy, sustainability, and global dialogue View Presentation
CVC2026-638 – Play as a voice: Supporting social competence in neurodivergent children in inclusive early childhood settings
Masud Ahmmed, Victoria University, Australia; Dunia El-Badaoui, Victoria University, Australia
CVC2026-637 – Redefining ability: Role of technology in amplifying the voices of children with special needs
Madhurima Chakraborty, Adamas University, West Bengal, India; Kalyan Banerjee, Adamas University, West Bengal, India; Vishal Kumar, Adamas University, West Bengal, India; Rajesh V.R., Adamas University, West Bengal, India
CVC2026-632 – Post-COVID reading delays: Insights from South Africa
Sandra Stark, University of Pretoria, South Africa; Salome Geertsema, University of Pretoria, South Africa; Mia le Roux, University of Pretoria, South Africa
CVC2026-632 – Post-COVID reading delays: Insights from South Africa View Presentation
CVC2026-628 – Between mistrust and engagement: Supporting participation of Roma children in Poland – A literature review
Paulina Domek, SWPS University, Ombudsperson for Children Office, Poland