{"id":127,"date":"2024-08-05T00:15:48","date_gmt":"2024-08-05T00:15:48","guid":{"rendered":"https:\/\/childhoodvoicesconference.csu.domains\/template\/?page_id=127"},"modified":"2026-09-09T11:06:50","modified_gmt":"2026-09-09T01:06:50","slug":"all-presentations","status":"publish","type":"page","link":"https:\/\/childrensvoicesconference.csu.domains\/2026\/all-presentations\/","title":{"rendered":"All Presentations"},"content":{"rendered":"\t\t
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Creating a more inclusive world for children: International interdisciplinary research\nPresentations - Stream 1<\/h2>\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t
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No.<\/strong><\/td>\nPresentation Title<\/strong><\/td>\nCountry<\/strong><\/td>\nFirst Author <\/strong><\/td>\n<\/tr>\n
601<\/strong><\/td>\nListening as inclusion: Co\u2011constructing emotionally safe spaces with children and practitioners <\/a><\/td>\nUnited Kingdom<\/td>\nJayne Carter<\/td>\n<\/tr>\n
602<\/strong><\/td>\nBeyond access: Centring children\u2019s voices in inclusive digital early childhood practices in resource-constrained contexts<\/a><\/td>\nNigeria<\/td>\nAdedayo Olofinnika<\/td>\n<\/tr>\n
603<\/strong><\/td>\nBringing neurodiverse learners\u2019 voices to life through participatory action research <\/a><\/td>\nNew Zealand<\/td>\nKate Kernaghan<\/td>\n<\/tr>\n
604<\/strong><\/td>\nChildren\u2019s insights about health and healthcare can advance health equity for children with disabilities across the world <\/a><\/td>\nAustralia<\/td>\nSharynne McLeod<\/td>\n<\/tr>\n
605<\/strong><\/td>\nEnhancing participation and voice in early childhood classrooms: A scoping review of inclusive practices for children with developmental delays<\/a><\/td>\nNigeria<\/td>\nAdenike Marquis-Otoijamun<\/td>\n<\/tr>\n
606<\/strong><\/td>\nHome-school-community collaboration programs for 0- to 6-year-old children: A scoping review <\/a><\/td>\nChina<\/td>\nJinjin Lu<\/td>\n<\/tr>\n
607<\/strong><\/td>\nYouth perspectives: Experiences with a multidisciplinary weight management service, a qualitative study <\/a><\/td>\nAustralia<\/td>\nShen Meei Chia<\/td>\n<\/tr>\n
608<\/strong><\/td>\nChildren draw playing: Interdisciplinary insights from drawings from 10 countries <\/a><\/td>\nAustralia<\/td>\nCarolyn Gregoric<\/td>\n<\/tr>\n
609<\/strong><\/td>\nUsing digital storytelling in teaching foreign languages to young learners <\/a><\/td>\nPoland<\/td>\nKamila Wichrowska<\/td>\n<\/tr>\n
610<\/strong><\/td>\nWhat should we call play? Teachers\u2019 discursive negotiation of play\u2019s legitimacy in schools <\/a><\/td>\nAustralia<\/td>\nBrendon Hyndman<\/td>\n<\/tr>\n
611<\/strong><\/td>\nEarly childhood educators\u2019 confidence and willingness to teach STEM: A systematic review with a focus on engineering <\/a><\/td>\nAustralia<\/td>\nRajy Xavier<\/td>\n<\/tr>\n
612<\/strong><\/td>\nUnderstanding and responding to children\u2019s vulnerability: What educators need from professional learning <\/a><\/td>\nAustralia<\/td>\nAlison Watson<\/td>\n<\/tr>\n
613<\/strong><\/td>\nViews of preschoolers on digital technologies <\/a><\/td>\nIsrael<\/td>\nOra Segal-Drori<\/td>\n<\/tr>\n
614<\/strong><\/td>\nCo-designing the English classroom: Amplifying adolescent voice, agency, and belonging <\/a><\/td>\nAustralia<\/td>\nAlice Elwell<\/td>\n<\/tr>\n
615<\/strong><\/td>\nInclusion and play-based learning: Visual narratives on the Australian early childhood organisation\u2019s websites imagery <\/a><\/td>\nAustralia<\/td>\nNilufar Jahan<\/td>\n<\/tr>\n
616<\/strong><\/td>\nPathways to inclusion for LGBTIQ+ families: Learning from families\u2019 voices in maternity and child and family health <\/a><\/td>\nAustralia<\/td>\nCyrena Hunt-Madden<\/td>\n<\/tr>\n
617<\/strong><\/td>\nListening to families: Access to support for Aboriginal and Torres Strait Islander children with communication needs <\/a><\/td>\nAustralia<\/td>\nCyrena Hunt-Madden<\/td>\n<\/tr>\n
618<\/strong><\/td>\nListening beyond words: Supporting children\u2019s voices through multimodal expression in diverse classrooms <\/a><\/td>\nUnited States<\/td>\nSultana Yasmeen Jamal<\/td>\n<\/tr>\n
619<\/strong><\/td>\nFrom voice to action: Embedding children\u2019s environmental rights through measurable participation in early childhood education<\/a><\/td>\nAustralia<\/td>\nGabby Millgate<\/td>\n<\/tr>\n
620<\/strong><\/td>\nChildren\u2019s perspectives: \u2018Inclusion is playing together\u2019 <\/a><\/td>\nAustralia<\/td>\nArifa Rahman<\/td>\n<\/tr>\n
621<\/strong><\/td>\n\u201cBelonging is not the same for everyone: Children\u2019s diverse experiences of inclusion in mentally healthy schools<\/a><\/td>\nAustralia<\/td>\nKim Andreassen<\/td>\n<\/tr>\n
622<\/strong><\/td>\nChildren draw playing: Insights from 101 children in Mongolia <\/a><\/td>\nAustralia<\/td>\nCarolyn Gregoric<\/td>\n<\/tr>\n
623<\/strong><\/td>\nIntelligibility in Context Scale: A speech screening tool for kindergarten students in Tasmania <\/a><\/td>\nAustralia<\/td>\nSharynne McLeod<\/td>\n<\/tr>\n
624<\/strong><\/td>\nArtificial intelligence and communication disorders: Enhancing access to language assessment for multilingual children<\/a><\/td>\nCanada<\/td>\nInsiya Bhalloo<\/td>\n<\/tr>\n
625<\/strong><\/td>\nCharacteristics of speech production and lexical use in toddlers: A play environment with a dog compared to a play environment with a doll <\/a><\/td>\nIsrael<\/td>\nGitit Mor-Itzhakniya<\/td>\n<\/tr>\n
626<\/strong><\/td>\nPreparing to protect? Early career nurses\u2019 engagement with mandatory reporting of child maltreatment in Australia: Preliminary results\/findings from a qualitative study <\/a><\/td>\nAustralia<\/td>\nSarah Stenson<\/td>\n<\/tr>\n
627<\/strong><\/td>\nInvolving children who stutter or clutter and their parents in speech-language pathology education <\/a><\/td>\nIreland<\/td>\nAmy Connery<\/td>\n<\/tr>\n
628<\/strong><\/td>\nBetween mistrust and engagement: Supporting participation of Roma children in Poland \u2013 A literature review <\/a><\/td>\nPoland<\/td>\nPaulina Domek<\/td>\n<\/tr>\n
629<\/strong><\/td>\nUsing storytelling to support children\u2019s engagement in a local government community consultation project <\/a><\/td>\nAustralia<\/td>\nFelicity Dunn<\/td>\n<\/tr>\n
630<\/strong><\/td>\nSustaining children\u2019s scientific literacy in the early years: A four-phase framework for educators <\/a><\/td>\nAustralia<\/td>\nGoutam Roy<\/td>\n<\/tr>\n
631<\/strong><\/td>\nThe family day care system in Australia: Supporting families and addressing workforce challenges <\/a><\/td>\nAustralia<\/td>\nThi Thao Vu<\/td>\n<\/tr>\n
632<\/strong><\/td>\nPost-COVID reading delays: Insights from South Africa <\/a><\/td>\nSouth Africa<\/td>\nSandra Stark<\/td>\n<\/tr>\n
633<\/strong><\/td>\nSyllable-based assessment of whole-word phonology in Persian-speaking children with social communication disorder <\/a><\/td>\nUnited States<\/td>\nPegah Nikrah<\/td>\n<\/tr>\n
634<\/strong><\/td>\nHow little kids learn their languages: Developing an evidence base for young children learning Aboriginal languages in central Australia <\/a><\/td>\nAustralia<\/td>\nCarmel O’Shannessy<\/td>\n<\/tr>\n
635<\/strong><\/td>\nContinuity of learning for children transitioning to school: Perspectives from Australia and New Zealand <\/td>\nAustralia<\/td>\nJessamy Davies<\/td>\n<\/tr>\n
636<\/strong><\/td>\n\u201cHeads up reader\u201d: Content warnings in young adult literature <\/a><\/td>\nAustralia<\/td>\nKasey Garrison<\/td>\n<\/tr>\n
637<\/strong><\/td>\nRedefining ability: Role of technology in amplifying the voices of children with special needs<\/a><\/td>\nIndia<\/td>\nMadhurima Chakraborty<\/td>\n<\/tr>\n
638<\/strong><\/td>\nPlay as a voice: Supporting social competence in neurodivergent children in inclusive early childhood settings <\/a><\/td>\nAustralia<\/td>\nMasud Ahmmed<\/td>\n<\/tr>\n
639<\/strong><\/td>\nEmbedding children\u2019s voices in early years practice: Applying the Lundy Model in community contexts (Victorian Child Friendly Cities and Communities Advisory Group)  <\/td>\nAustralia<\/td>\nCarmen Cappello<\/td>\n<\/tr>\n
640<\/strong><\/td>\nPedagogy, sustainability, and global dialogue <\/a><\/td>\nNew Zealand<\/td>\nLisa Winiata<\/td>\n<\/tr>\n
641<\/strong><\/td>\nThe development of phonetic complexity in Urdu-speaking children <\/a><\/td>\nHong Kong<\/td>\nSaira Ambreen<\/td>\n<\/tr>\n
642<\/strong><\/td>\nA children\u2019s visual analogue intelligibility scale <\/a><\/td>\nIsrael<\/td>\nLeah R. Paltiel-Gedalyovich<\/td>\n<\/tr>\n
643<\/strong><\/td>\nBeyond the classroom: The impact of outdoor mathematics activities on preschool teachers\u2019 beliefs and self-efficacy <\/a><\/td>\nT\u00fcrkiye<\/td>\n\u00c7a\u011fla Banko-Bal<\/td>\n<\/tr>\n
644<\/strong><\/td>\nBridging the implementation gap: Inclusive classroom strategies to support learners with dyslexia <\/a><\/td>\nIndonesia<\/td>\nNaima Nosirova<\/td>\n<\/tr>\n
645<\/strong><\/td>\nBeyond translation: Underserved families seeking asylum share what cultural recommendations are needed when participating in intervention <\/a><\/td>\nAustralia<\/td>\nSarah Bartlett<\/td>\n<\/tr>\n
646<\/strong><\/td>\n\u201cLittle Libraries\u201d for Aboriginal and Torres Strait Islander children<\/a><\/td>\nAustralia<\/td>\nSharynne McLeod<\/td>\n<\/tr>\n
647<\/strong><\/td>\nReaching every child: Evidence from a multisensory, play-based inclusive education program across diverse global contexts <\/a><\/td>\nAustralia<\/td>\nMandy Lau<\/td>\n<\/tr>\n
648<\/strong><\/td>\nIncluding children in disaster preparedness across regional Australia\u2019s high-risk communities<\/a><\/td>\nAustralia<\/td>\nLucia Wuersch<\/td>\n<\/tr>\n
649<\/strong><\/td>\nChildren as partners in practice: Co\u2011designed resources for participation, feedback, and shared decision\u2011making <\/a><\/td>\nAustralia<\/td>\nKylie Matusewicz<\/td>\n<\/tr>\n
650<\/strong><\/td>\nCapturing children\u2019s voices beyond words: Quantitative methods for coding vocalisation and gesture in early communication <\/a><\/td>\nUnited States<\/td>\nMegan Burkhardt-Reed<\/td>\n<\/tr>\n
651<\/strong><\/td>\nDrawing belonging: Refugee and migrant children\u2019s voices of starting early childhood and primary school in Aotearoa New Zealand <\/a><\/td>\nNew Zealand<\/td>\nHazel Woodhouse<\/td>\n<\/tr>\n
652<\/strong><\/td>\nMore than fun and games: Children\u2019s play as a cultural practice and a human right <\/td>\nSlovakia<\/td>\nLilla Garayova<\/td>\n<\/tr>\n
653<\/strong><\/td>\nChildren with disabilities\u2019 views and experiences of engaging with the health sector: Scoping review <\/a><\/td>\nAustralia<\/td>\nKate Freire<\/td>\n<\/tr>\n
654<\/strong><\/td>\nNegotiating agency and rights: Consent practices with infants and toddlers in ECEC settings <\/a><\/td>\nAustralia<\/td>\nSonia Sin<\/td>\n<\/tr>\n
655<\/strong><\/td>\nPragmatic experiential education and democratic learning environments for youth <\/a><\/td>\nAustralia<\/td>\nWill Dobud<\/td>\n<\/tr>\n
656<\/strong><\/td>\nChildren\u2019s voices through materials: Identity, clay, and meaning-making in early childhood <\/a><\/td>\nAustralia<\/td>\nJasmine Crane<\/td>\n<\/tr>\n
657<\/strong><\/td>\nRepresentations of disability in picture books: Issues of inclusivity and literary quality <\/a><\/td>\nAustralia<\/td>\nAmanda Niland<\/td>\n<\/tr>\n
658<\/strong><\/td>\nIntersectionality, neuro-inclusive education, and holistic child development in rural early childhood education in Nepal: A reflective field inquiry <\/a><\/td>\nNepal<\/td>\nSahas Bhandari<\/td>\n<\/tr>\n
659<\/strong><\/td>\nResources in 131 languages and dialects about children\u2019s speech development, assessment, and intervention <\/a><\/td>\nAustralia<\/td>\nHelen L. Blake<\/td>\n<\/tr>\n
660<\/strong><\/td>\nBeyond counting: Supporting early algebraic thinking in children with Down syndrome through family-led intervention<\/a> <\/td>\nAustralia<\/td>\nKathy Cologon<\/td>\n<\/tr>\n
661<\/strong><\/td>\nChildren\u2019s voices in early years read-alouds <\/a><\/td>\nUnited Arab Emirates<\/td>\nVahide Yigit Gencten<\/td>\n<\/tr>\n
662<\/strong><\/td>\nPreschool teachers\u2019 perspectives on emergent literacy in young children <\/a><\/td>\nIndia<\/td>\nSunila John<\/td>\n<\/tr>\n
663<\/strong><\/td>\nHealthy minds, mighty kids: Student voice in whole-school mental health education <\/a><\/td>\nNew Zealand<\/td>\nElisabeth Price<\/td>\n<\/tr>\n
664<\/strong><\/td>\nMaking visual art visible beyond sight: Anti-ableist pedagogy, children\u2019s participation, and inclusive artmaking <\/a><\/td>\nAustralia<\/td>\nKathy Cologon<\/td>\n<\/tr>\n
665<\/strong><\/td>\nCreating evidence-based guidelines for culturally responsive clinical practices: Supporting accurate diagnosis of speech sound disorder in Icelandic-Polish speaking children <\/a><\/td>\nIceland<\/td>\nKathryn Crowe<\/td>\n<\/tr>\n
666<\/strong><\/td>\nAssessment of inclusive education practices in the Schools Division of Batangas City<\/a><\/td>\nPhilippines<\/td>\nRosalina Panganiban<\/td>\n<\/tr>\n
667<\/strong><\/td>\nThe Nigerian children\u2019s parliament: Adult structure or children\u2019s space? <\/a><\/td>\nUnited Kingdom<\/td>\nEwajesu Okewumi<\/td>\n<\/tr>\n
668<\/strong><\/td>\nTranslating early childhood policy: How teams of educators negotiate quality for children <\/a><\/td>\nAustralia<\/td>\nJessamine Giese<\/td>\n<\/tr>\n
669<\/strong><\/td>\nDifficulty of phonological tasks in Polish-speaking preschoolers with and without speech sound disorders<\/a> <\/td>\nPoland<\/td>\nAgata Tr\u0119bacz-Ritter<\/td>\n<\/tr>\n
670<\/strong><\/td>\nAspects of early childhood speech in Louisiana<\/a> <\/td>\nUnited States<\/td>\nLindsey Bergeron<\/td>\n<\/tr>\n
671<\/strong><\/td>\n\u201cWhat do children want?\u201d: Educators\u2019 interpretation of children\u2019s voices in creating equitable learning environments in school-age educare<\/a> <\/td>\nSweden<\/td>\nMaryna Rosen<\/td>\n<\/tr>\n
672<\/strong><\/td>\nRisk of early literacy difficulties in Polish-speaking preschoolers with speech sound disorders <\/a><\/td>\nPoland<\/td>\nAgata Tr\u0119bacz-Ritter<\/td>\n<\/tr>\n
673<\/strong><\/td>\n\u201cThis is me\u201d: Children\u2019s drawings as multimodal meaning-making, identity construction and participation in early childhood <\/a><\/td>\nMalta<\/td>\nJosephine Deguara<\/td>\n<\/tr>\n
674<\/strong><\/td>\nChecking outside the box: A practical checklist for holistic assessment of speech sound disorders <\/a><\/td>\nUnited States<\/td>\nMalachi Henry<\/td>\n<\/tr>\n
675<\/strong><\/td>\nChecking inside the child: A case example of children\u2019s perspectives on speech sound disorders <\/a><\/td>\nUnited States<\/td>\nAlexis Moser<\/td>\n<\/tr>\n
676<\/strong><\/td>\nReconceiving the dot: How children navigate competing discourses in early childhood art education <\/a><\/td>\nAustralia<\/td>\nKathy Gelding<\/td>\n<\/tr>\n
677<\/strong><\/td>\nA bibliometric analysis of shared book reading in children with autism spectrum disorder <\/a><\/td>\nIndia<\/td>\nChristeen Aleena Thomas<\/td>\n<\/tr>\n
678<\/strong><\/td>\nPlay-based formative assessment as a catalyst to showcase children\u2019s capabilities and sustain high-quality mathematics pedagogy and practice <\/a><\/td>\nAustralia<\/td>\nJo Grimmond<\/td>\n<\/tr>\n
679<\/strong><\/td>\nDigital inequality and children\u2019s inclusion in education <\/a><\/td>\nIndia<\/td>\nPiyalee Mandal<\/td>\n<\/tr>\n
680<\/strong><\/td>\nFrom voice to influence: Co-constructing curriculum using Lundy\u2019s participation model <\/a><\/td>\nAustralia<\/td>\nNadia Wilson-Ali<\/td>\n<\/tr>\n
681<\/strong><\/td>\nFrom silos to shared pathways: Designing a cross-sector early childhood interagency network in a reforming system <\/a><\/td>\nAustralia<\/td>\nLauren Haskins<\/td>\n<\/tr>\n
682<\/strong><\/td>\nArt-based pedagogy and meaning-making among blind schoolgirls in India <\/a><\/td>\nIndia<\/td>\nShafali Chadha<\/td>\n<\/tr>\n
683<\/strong><\/td>\nCo-constructing inclusion and anti-ableism through the mosaic approach <\/a><\/td>\nAustralia<\/td>\nAliza Salvador<\/td>\n<\/tr>\n
684<\/strong><\/td>\nToys like me and you: Children\u2019s voices, representation, and anti-ableist pedagogy in early childhood <\/a><\/td>\nAustralia<\/td>\nAliza Salvador<\/td>\n<\/tr>\n
685<\/strong><\/td>\nAssessing ethnolinguistic vitality and language transmission through institutional support: The case of Amazigh children\u2019s programming on Tamazight TV in Morocco <\/a><\/td>\nMorocco<\/td>\nIbrahim Bouylagman<\/td>\n<\/tr>\n
686<\/strong><\/td>\nEquitable start: Accessible early learning and childcare for survivors of gender-based violence<\/a><\/td>\nCanada<\/td>\nLisa Lalonde<\/td>\n<\/tr>\n
687<\/strong><\/td>\nThe potential of visual arts in supporting young children\u2019s sustainability understandings <\/a><\/td>\nAustralia<\/td>\nLjiljana Ferguson<\/td>\n<\/tr>\n
688<\/strong><\/td>\nAmplifying children\u2019s voices with child-led project-based learning <\/a><\/td>\nAustralia<\/td>\nRirin Yuniasih<\/td>\n<\/tr>\n
689<\/strong><\/td>\nInclusion with joy: How a puppet engaged children with disabilities in participatory research <\/a><\/td>\nAustralia<\/td>\nOlivia Karaolis<\/td>\n<\/tr>\n
690<\/strong><\/td>\nChildren\u2019s and family caregivers\u2019 voices in deafblindness research: A protocol for an international qualitative study supporting the development of ICF Core Sets <\/a><\/td>\nCanada<\/td>\nShirley Dumassais<\/td>\n<\/tr>\n
691<\/strong><\/td>\nFrom \u201ccorrect English only\u201d to full voice: How a Lagos teacher used bilingual storytelling (Yoruba English) to create inclusive literacy circles for early learners<\/a><\/td>\nLagos<\/td>\nAbayomi Olaofe<\/td>\n<\/tr>\n
692<\/strong><\/td>\nIndigenous children\u2019s voices on well-being: Belonging and connection<\/a><\/td>\nNew Zealand<\/td>\nMira Azzasyofia<\/td>\n<\/tr>\n
693<\/strong><\/td>\nThe flow of childhood as a conceptual framework for interpreting the children\u2019s voice <\/a><\/td>\nSweden<\/td>\nMaryna Rosen<\/td>\n<\/tr>\n
694<\/strong><\/td>\nChallenging barriers to inclusion through a social relational lens in early childhood <\/a><\/td>\nAustralia<\/td>\nKatie Wright<\/td>\n<\/tr>\n
695<\/strong><\/td>\nCo-regulation as an ethical imperative: A regulation-first adaptation of Theory-U for children\u2019s voice research <\/td>\nAustralia<\/td>\nGeraldine Harris<\/td>\n<\/tr>\n
696<\/strong><\/td>\nMathematics anxiety and inclusive learning experiences in children with Down syndrome: A review of current evidence<\/a><\/td>\nAustralia<\/td>\nMansoureh Moghtadaie Pozveh<\/td>\n<\/tr>\n
697<\/strong><\/td>\nDid remote learning change anything? Student outcomes and the reality of post-pandemic pedagogy <\/a><\/td>\nUnited States<\/td>\nKelly Maloney<\/td>\n<\/tr>\n
698<\/strong><\/td>\nBetween \u201dthat\u2019s boring\u201d and \u201done more time\u201d: Preschoolers\u2019 voices in the evaluation of a mobile story-listening game for children at cognitive risk for dyslexia <\/a><\/td>\nMalaysia<\/td>\nMellisa Chin<\/td>\n<\/tr>\n
699<\/strong><\/td>\nWhen no one speaks: Silence, image, and child agency in picture books <\/a><\/td>\nEgypt<\/td>\nDalia Mostafa Abdulrahman<\/td>\n<\/tr>\n
700<\/strong><\/td>\nCollaboration between speech pathology and education to screen children\u2019s speech <\/a><\/td>\nAustralia<\/td>\nFelicity Laurence<\/td>\n<\/tr>\n
701<\/strong><\/td>\nThe spoon and \u201dgood care\u201d: Rethinking infants\u2019 rights in early childhood education <\/a><\/td>\nAustralia<\/td>\nNadia Di Martino<\/td>\n<\/tr>\n
702<\/strong><\/td>\nUnderstanding the mental number line of children with Down syndrome <\/a><\/td>\nAustralia<\/td>\nThi Hong Dung Phan<\/td>\n<\/tr>\n
703<\/strong><\/td>\nGender-responsive pedagogical practices in early childhood care and education in Vietnam: A qualitative study  <\/a><\/td>\nVietnam<\/td>\nT\u00fa Nguyen Thi Cam<\/td>\n<\/tr>\n
704<\/strong><\/td>\nWhen inclusion becomes meaningful: Family voices in early childhood education <\/a><\/td>\nAustralia<\/td>\nHediye Gul Ozdemir<\/td>\n<\/tr>\n
705<\/strong><\/td>\nSupporting multilingual learners in Icelandic preschools: Interaction of educators\u2019 beliefs, practices, and institutional conditions <\/a><\/td>\nIceland<\/td>\nBerglind J\u00f3nsd\u00f3tiir<\/td>\n<\/tr>\n
706<\/strong><\/td>\nCulturally responsive methods of assessing and diagnosing speech sound disorder in Lithuanian-Icelandic multilingual children: A converging evidence approach <\/a><\/td>\nIceland<\/td>\nZivile Vaisyte<\/td>\n<\/tr>\n
707<\/strong><\/td>\nIncluding children\u2019s voices in a neurodiversity\u2011affirming theatre program <\/a><\/td>\nAustralia<\/td>\nKelsey Philpott-Robinson<\/td>\n<\/tr>\n
708<\/strong><\/td>\nConceptual development in preschool-aged children <\/a><\/td>\nIceland<\/td>\nSara Krist\u00edn \u00deorleifsd\u00f3ttir<\/td>\n<\/tr>\n
709<\/strong><\/td>\nLanguage difference or language disorder? Developing culturally responsive scoring guidelines for a test of Icelandic <\/a><\/td>\nIceland<\/td>\nRebekka R\u00e1n Magn\u00fasd\u00f3ttir<\/td>\n<\/tr>\n
710<\/strong><\/td>\nIcelandic speech-language pathologists\u2019 practices with multilingual and linguistically diverse children and adults <\/a><\/td>\nIceland<\/td>\nKatla Einarsd\u00f3ttir<\/td>\n<\/tr>\n
711<\/strong><\/td>\nLookup: Beyond the screen, the future of childhood <\/a><\/td>\nAustralia<\/td>\nNoah Lewis<\/td>\n<\/tr>\n
712<\/strong><\/td>\nDoes this intervention work? Fidelity measurement in a preschool-based vocabulary intervention <\/a><\/td>\nIceland<\/td>\nHalla J\u00f3nsd\u00f3ttir<\/td>\n<\/tr>\n
713<\/strong><\/td>\nFrom invisible question marks to unconditional belonging: Family narratives of inclusive education <\/a><\/td>\nAustralia<\/td>\nKathy Cologon<\/td>\n<\/tr>\n
714<\/strong><\/td>\nImproving interpreted-mediated interactions in early intervention: Insights from professionals supporting families of children with hearing loss <\/a><\/td>\nIceland<\/td>\nKathryn Crowe<\/td>\n<\/tr>\n
715<\/strong><\/td>\nFacilitating children\u2019s participation in early childhood education <\/a><\/td>\nIndonesia<\/td>\nPutri Ayu Wulandari<\/td>\n<\/tr>\n
716<\/strong><\/td>\nA visual play assessment framework: A systematic approach to tracking children’s development through play <\/a><\/td>\nAustralia<\/td>\nFangfang Fan<\/td>\n<\/tr>\n
717<\/strong><\/td>\nA bioecological analysis of children draw playing <\/a><\/td>\nAustralia<\/td>\nLindsay Smith,<\/td>\n<\/tr>\n
718<\/strong><\/td>\nHearing Young Voices: Methodological approaches to studying intercountry adoptees (Ages 0\u201312) in Ireland<\/a><\/td>\nIreland<\/td>\nSimone McCaughren<\/td>\n<\/tr>\n
719<\/strong><\/td>\nExploring the demographic and contextual determinants of student dropouts in the School Division Office of Batangas City: Inputs for program development <\/a><\/td>\nPhilippines<\/td>\nMarc Elmer Perez<\/td>\n<\/tr>\n
720<\/strong><\/td>\nCultivating digital empathy: Children\u2019s voices on identity, ethics, and coexistence in a hybrid digital world <\/a><\/td>\nSwitzerland<\/td>\nEmma Nowotny Villegas<\/td>\n<\/tr>\n
721<\/strong><\/td>\nStrengthening 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<\/a><\/td>\nPhilippines<\/td>\nMarc Elmer Perez<\/td>\n<\/tr>\n
722<\/strong><\/td>\nSeeds of leadership: A qualitative study on school leaders\u2019 experiences in curriculum implementation and management practices in the Schools Division of Batangas City <\/a><\/td>\nPhilippines<\/td>\nMarc Elmer Perez<\/td>\n<\/tr>\n
723<\/strong><\/td>\nVoices of children from migrant and refugee backgrounds: How mindfulness-based art interventions can support their psychosocial well-being <\/td>\nAustralia<\/td>\nSara Javadian<\/td>\n<\/tr>\n
724<\/strong><\/td>\nChildren\u2019s conceptual learning through culturally responsive pedagogy in the early years: A literature review <\/a><\/td>\nAustralia<\/td>\nMuhammad Alamgir Hossain<\/td>\n<\/tr>\n
725<\/strong><\/td>\nThe feasibility of the P.E.A.C.E. pack anti-bullying program in Western Mongolian schools <\/a><\/td>\nMongolia<\/td>\nAltaituya Burnee<\/td>\n<\/tr>\n
726<\/strong><\/td>\nThe impact of climate change on the development of children in Greece: A narrative review of communication, education, play, and place experiences <\/a><\/td>\nGreece<\/td>\nEvangelia Kyritsi<\/td>\n<\/tr>\n
727<\/strong><\/td>\nCapturing children\u2019s voices to inform child-centred outcomes in paediatric hearing care <\/a><\/td>\nAustralia<\/td>\nElla Boyce<\/td>\n<\/tr>\n
728<\/strong><\/td>\nVoices unheard: Early childhood classroom through a critical lens<\/a> <\/td>\nIndia<\/td>\nSukanya Singh<\/td>\n<\/tr>\n
729<\/strong><\/td>\nChildren\u2019s voices in communication: Linking subjective experiences, drawings, and neural measures <\/a><\/td>\nCanada<\/td>\nRuochen Ning<\/td>\n<\/tr>\n
730<\/strong><\/td>\nTowards consistent standards for assessing the severity of speech disorders in children: An analysis of diagnostic practices of Polish speech therapists<\/a><\/td>\nPoland<\/td>\nZuzanna Kaszkur<\/td>\n<\/tr>\n
731<\/strong><\/td>\nRight to information and participation in children\u2019s digital journalism: A comparative study between Portugal and Brazil <\/a><\/td>\nPortugal<\/td>\nAna C\u00e1tia Ferreira<\/td>\n<\/tr>\n
732<\/strong><\/td>\n\u201cThe mighty six\u201d: Drawing on children\u2019s participation rights to (re)imagine physical education and physical activity experiences with autistic students <\/a><\/td>\nUnited Kingdom<\/td>\nStella Gkegka<\/td>\n<\/tr>\n
733<\/strong><\/td>\nChanging how children speak: Effects of syntactic intervention on spontaneous language in autism spectrum disorder <\/a><\/td>\nPortugal<\/td>\nMafalda Azevedo<\/td>\n<\/tr>\n
734<\/strong><\/td>\nThe right to musical knowledge: Curricular policies and music education in local Brazilian public schools <\/a><\/td>\nBrazil<\/td>\nValter Junior<\/td>\n<\/tr>\n
735<\/strong><\/td>\nPlay \u201cmakes the world happy\u201d: Children\u2019s voices about play in the world<\/a><\/td>\nAustralia<\/td>\nBelinda Downey<\/td>\n<\/tr>\n
736<\/strong><\/td>\nPlay environments for blind and low vision children: Findings from a scoping review <\/a><\/td>\nAustralia<\/td>\nFatemeh Aminpour<\/td>\n<\/tr>\n
737<\/strong><\/td>\nUnderstanding the representation of children with disabilities in Hindi cinema <\/a><\/td>\nIndia<\/td>\nVidya Vishwakarma<\/td>\n<\/tr>\n
738<\/strong><\/td>\nAssent in action: Exploring ethical practice in arts-based research with young children <\/a><\/td>\nAustralia<\/td>\nTamara Cumming<\/td>\n<\/tr>\n
739<\/strong><\/td>\nUnderstanding the voices and learning experiences of children with autism in inclusive educational settings <\/a><\/td>\nNepal<\/td>\nSaguna Thapa<\/td>\n<\/tr>\n
740<\/strong><\/td>\nChildren as meaning-makers: Home-educated children\u2019s photo-narratives of learning, belonging and participation <\/a><\/td>\nUnited Kingdom<\/td>\nJeannette Simpson<\/td>\n<\/tr>\n
741<\/strong><\/td>\nChildren\u2019s interactions with peers vs educators during play: A multimodal study of their potential to promote language learning <\/td>\nAustralia<\/td>\nTrevor Carroll<\/td>\n<\/tr>\n
742<\/strong><\/td>\nLooking to hear: Engagement, dialogue, and encounters unpacking children\u2019s voices in the context of play <\/a><\/td>\nAustralia<\/td>\nBrooke Bailey<\/td>\n<\/tr>\n
743<\/strong><\/td>\nExploring 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<\/a> <\/td>\nSri Lanka<\/td>\nYasaara Kaluaratchi<\/td>\n<\/tr>\n
744<\/strong><\/td>\nPreparing teachers for play: A Playwork-informed approach to children\u2019s rights and inclusion  <\/td>\nAustralia<\/td>\nSophia Stirling<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n

<\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t<\/div>\n\t\t","protected":false},"excerpt":{"rendered":"

Creating a more inclusive world for children: International interdisciplinary research Presentations – Stream 1 No. Presentation Title Country First Author 601 Listening as inclusion: Co\u2011constructing emotionally safe spaces with children and practitioners  United Kingdom Jayne Carter 602 Beyond access: Centring children\u2019s voices in inclusive digital early childhood practices in resource-constrained contexts Nigeria Adedayo Olofinnika 603 Bringing neurodiverse learners\u2019 voices to life through participatory action research  New Zealand Kate Kernaghan 604 Children\u2019s 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 […]<\/p>\n","protected":false},"author":1,"featured_media":0,"parent":0,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"site-sidebar-layout":"no-sidebar","site-content-layout":"page-builder","ast-site-content-layout":"full-width-container","site-content-style":"default","site-sidebar-style":"default","ast-global-header-display":"","ast-banner-title-visibility":"","ast-main-header-display":"","ast-hfb-above-header-display":"","ast-hfb-below-header-display":"","ast-hfb-mobile-header-display":"","site-post-title":"disabled","ast-breadcrumbs-content":"","ast-featured-img":"disabled","footer-sml-layout":"","ast-disable-related-posts":"","theme-transparent-header-meta":"","adv-header-id-meta":"","stick-header-meta":"","header-above-stick-meta":"","header-main-stick-meta":"","header-below-stick-meta":"","astra-migrate-meta-layouts":"set","ast-page-background-enabled":"default","ast-page-background-meta":{"desktop":{"background-color":"","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""},"tablet":{"background-color":"","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""},"mobile":{"background-color":"","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""}},"ast-content-background-meta":{"desktop":{"background-color":"var(--ast-global-color-5)","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""},"tablet":{"background-color":"var(--ast-global-color-5)","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""},"mobile":{"background-color":"var(--ast-global-color-5)","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""}},"footnotes":""},"class_list":["post-127","page","type-page","status-publish","hentry"],"_links":{"self":[{"href":"https:\/\/childrensvoicesconference.csu.domains\/2026\/wp-json\/wp\/v2\/pages\/127","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/childrensvoicesconference.csu.domains\/2026\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/childrensvoicesconference.csu.domains\/2026\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/childrensvoicesconference.csu.domains\/2026\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/childrensvoicesconference.csu.domains\/2026\/wp-json\/wp\/v2\/comments?post=127"}],"version-history":[{"count":52,"href":"https:\/\/childrensvoicesconference.csu.domains\/2026\/wp-json\/wp\/v2\/pages\/127\/revisions"}],"predecessor-version":[{"id":1772,"href":"https:\/\/childrensvoicesconference.csu.domains\/2026\/wp-json\/wp\/v2\/pages\/127\/revisions\/1772"}],"wp:attachment":[{"href":"https:\/\/childrensvoicesconference.csu.domains\/2026\/wp-json\/wp\/v2\/media?parent=127"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}