CVC2026-683 – Co-constructing inclusion and anti-ableism through the mosaic approach
Aliza Salvador, Macquarie University, Australia; Mez Garcia, TAFE NSW, Australia
CVC2026-682 – Art-based pedagogy and meaning-making among blind schoolgirls in India
Shafali Chadha, Research and Development Lead at Inside Me NGO, India
CVC2026-679 – Digital inequality and children’s inclusion in education
Piyalee Mandal, Adamas University, India
CVC2026-679 – Digital inequality and children’s inclusion in education View Presentation
CVC2026-678 – Play-based formative assessment as a catalyst to showcase children’s capabilities and sustain high-quality mathematics pedagogy and practice
Jo Grimmond, Charles Sturt University, Australia
CVC2026-675 – Checking inside the child: A case example of children’s perspectives on speech sound disorders
Alexis Moser, Florida State University, United States; Malachi Henry, Indiana University Bloomington, United States
CVC2026-674 – Checking outside the box: A practical checklist for holistic assessment of speech sound disorders
Malachi Henry, Indiana University Bloomington, United States; Alexis Moser, Florida State University, United States
CVC2026-673 – “This is me”: Children’s drawings as multimodal meaning-making, identity construction and participation in early childhood
Josephine Deguara, University of Malta, Malta
CVC2026-705 – Supporting multilingual learners in Icelandic preschools: Interaction of educators’ beliefs, practices, and institutional conditions
Berglind Jónsdótiir, University of Iceland, Iceland; Kathryn Crowe, University of Iceland, Iceland; Jóhanna T. Einarsdóttir, University of Iceland, Iceland; Mark Guiberson, University of Wyoming, United States