CVC2026-696 – Mathematics anxiety and inclusive learning experiences in children with Down syndrome: A review of current evidence
Mansoureh Moghtadaie Pozveh, The University of Queensland, Australia
CVC2026-694 – Challenging barriers to inclusion through a social relational lens in early childhood
Katie Wright, University of Sydney, Charles Sturt University, Australia
CVC2026-691 – From “correct English only” to full voice: How a Lagos teacher used bilingual storytelling (Yoruba English) to create inclusive literacy circles for early learners
Abayomi Olaofe, Lagos State University, Ojo, Lagos
CVC2026-716 – A visual play assessment framework: A systematic approach to tracking children’s development through play
Fangfang Fan, Kaihua County Experimental Kindergarten, China; Min Cheng, Kaihua County Experimental Kindergarten, China; Yizhen Liu, Kaihua County Experimental Kindergarten, China; Shengqiu Shao, Kaihua County Experimental Kindergarten, China; Qi Fang, Kaihua County Experimental Kindergarten, China; Xiaoqin Zheng, Kaihua County Experimental Kindergarten, China; Huizi Xia, Kaihua County Experimental Kindergarten, China; Hui Zhang, Kaihua County Experimental Kindergarten, China; Yufei Yang, Kaihua County Experimental Kindergarten, China; Xuecheng Zou, Monash University, Australia
CVC2026-714 – Improving interpreted-mediated interactions in early intervention: Insights from professionals supporting families of children with hearing loss
Kathryn Crowe, University of Iceland, Iceland
CVC2026-713 – From invisible question marks to unconditional belonging: Family narratives of inclusive education
Kathy Cologon, Children’s Voices Centre, Charles Sturt University, Australia; Zinnia Mevawalla, University of Strathclyde, United Kingdom
CVC2026-710 – Icelandic speech-language pathologists’ practices with multilingual and linguistically diverse children and adults
Katla Einarsdóttir, University of Iceland, Iceland; Kathryn Crowe, University of Iceland, Iceland; Thora Másdóttir, University of Iceland, Iceland; Pauline van der Straten Waillet, Université Libre de Bruxelles, Belgium
CVC2026-709 – Language difference or language disorder? Developing culturally responsive scoring guidelines for a test of Icelandic
Rebekka Rán Magnúsdóttir, University of Iceland, Iceland; Kathryn Crowe, University of Iceland, Iceland; Helen Koulidobrova, Central Connecticut State University, United States; Karla N. Washington, University of Toronto, Canada