Creating a more inclusive world for children: International interdisciplinary research - Presentations by United Nations’ Sustainable Development Goals
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CVC2026-664 – Making visual art visible beyond sight: Anti-ableist pedagogy, children’s participation, and inclusive artmaking
Kathy Cologon, Children’s Voices Centre, Charles Sturt University, Australia Zinnia Mevawalla, University of Strathclyde, United Kingdom Olivia Karaolis, University of Notre Dame, Australia
CVC2026-665 – Creating evidence-based guidelines for culturally responsive clinical practices: Supporting accurate diagnosis of speech sound disorder in Icelandic-Polish speaking children
Kathryn Crowe, University of Iceland, Iceland; Thora Másdóttir, University of Iceland, Iceland; Marc Daníel Skipstað Volhardt, University of Iceland, Iceland; Jóna Erlandsdóttir, University of Iceland, ...
CVC2026-666 – Assessment of inclusive education practices in the Schools Division of Batangas City
Rosalina Panganiban, Schools Division of Batangas City, Philippines
CVC2026-667 – The Nigerian children’s parliament: Adult structure or children’s space?
Ewajesu Okewumi, The University of Edinburgh, United Kingdom
CVC2026-668 – Translating early childhood policy: How teams of educators negotiate quality for children
Jessamine Giese, Queensland University of Technology, Australia
CVC2026-669 – Difficulty of phonological tasks in Polish-speaking preschoolers with and without speech sound disorders
Agata Trębacz-Ritter, Adam Mickiewicz University in Poznan, Poland
CVC2026-670 – Aspects of early childhood speech in Louisiana
Lindsey Bergeron, University of Louisiana at Lafayette, United States; Claire Glaeser, University of Louisiana at Lafayette, United States; Elena Babatsouli, University of Louisiana at Lafayette, ...
CVC2026-671 – “What do children want?”: Educators’ interpretation of children’s voices in creating equitable learning environments in school-age educare
Maryna Rosen, Mid Sweden University, Sweden
CVC2026-672 – Risk of early literacy difficulties in Polish-speaking preschoolers with speech sound disorders
Agata Trębacz-Ritter, Adam Mickiewicz University in Poznan, Poland
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
CVC2026-674 – 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
CVC2026-675 – 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
CVC2026-676 – Reconceiving the dot: How children navigate competing discourses in early childhood art education
Kathy Gelding, Western Sydney University, Australia
CVC2026-677 – A bibliometric analysis of shared book reading in children with autism spectrum disorder
Christeen Aleena Thomas, Manipal Academy of Higher Education, India; Sunila John, Manipal Academy of Higher Education, India
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
CVC2026-679 – Digital inequality and children’s inclusion in education
Piyalee Mandal, Adamas University, India
CVC2026-680 – From voice to influence: Co-constructing curriculum using Lundy’s participation model
Nadia Wilson-Ali, Nido Early School, Australia
CVC2026-681 – From silos to shared pathways: Designing a cross-sector early childhood interagency network in a reforming system
Lauren Haskins, A Growing Understanding, 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
CVC2026-683 – Co-constructing inclusion and anti-ableism through the mosaic approach
Aliza Salvador, Macquarie University, Australia; Mez Garcia, TAFE NSW, Australia
CVC2026-684 – Toys like me and you: Children’s voices, representation, and anti-ableist pedagogy in early childhood
Aliza Salvador, Macquarie University, Australia
CVC2026-685 – Assessing ethnolinguistic vitality and language transmission through institutional support: The case of Amazigh children’s programming on Tamazight TV in Morocco
Ibrahim Bouylagman, Mohammed First University Morocco, Morocco
CVC2026-686 – Equitable start: Accessible early learning and childcare for survivors of gender-based violence
Lisa Lalonde, Algonquin College of Applied Arts, Canada; Barbara Leigh Golden, Algonquin College of Applied Arts, Canada; Jade Groom-Pike, Andrew Fleck Children’s Services, Canada
CVC2026-687 – The potential of visual arts in supporting young children’s sustainability understandings
Ljiljana Ferguson, TAFE NSW Higher Education, Australia
CVC2026-688 – Amplifying children’s voices with child-led project-based learning
Ririn Yuniasih, The University of Melbourne, Australia; Fransisca Ana Rukma Dewi, Early Childhood Care and Development – Resource Centre (ECCD-RC) Yogyakarta, Indonesia; Putri Ayu Wulandari, ...
CVC2026-689 – Inclusion with joy: How a puppet engaged children with disabilities in participatory research
Olivia Karaolis, University of Notre Dame, Australia
CVC2026-690 – Children’s and family caregivers’ voices in deafblindness research: A protocol for an international qualitative study supporting the development of ICF Core Sets
Shirley Dumassais, Université de Montréal, Canada; Walter Wittich, Université de Montréal, Canada
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
CVC2026-692 – Indigenous children’s voices on well-being: Belonging and connection
Mira Azzasyofia, The University of Auckland, Politeknik Kesejahteraan Sosial Bandung, New Zealand
CVC2026-693 – The flow of childhood as a conceptual framework for interpreting the children’s voice
Maryna Rosen, Mid Sweden University, Sweden