Dr Sally Howell
For over 30 years I've been involved in supporting children with specialised education requirements and their parents as a principal, teacher and consultant. I've presented at both national and international conferences, and have worked in public, independent and Catholic schools as well as in a community-based disability organisation focussed on early intervention. I have an MA in Special Education and a PhD in Cognitive Sciences, and have been Principal of the Macquarie University Special Education Centre (MUSEC) school since 2013. Prior to this I was Principal Education Officer, Learning Assistance within the Disability Programs Directorate of the NSW Department of Education. I am currently President of the NSW chapter of the Australian Association of Special Education (AASE, NSW), and advise the Australian Curriculum, Assessment and Reporting Authority (ACARA) and the NSW Education Standards Authority (NESA) on curriculum and assessment for K-12 students with disability.
Selected publications
Understanding and supporting numeracy competence
Howell, S., & Hopkins, S. (2017)
In P. Foreman, & M. Arthur-Kelly (Eds.), Inclusion in action (pp. 390-432), South Melbourne: Cengage Learning Australia
A Critique of the L3 Early Years Literacy Program
Neilson, R., & Howell, S. (2015)
Learning difficulties Australia bulletin, 47(2), 7-12
Assessing preschool number sense:
skills demonstrated by children prior to school entry
Howell, S. C., & Kemp, C. R. (2010)
Educational Psychology, 30(4), 411-429
Howell, S., & Kemp, C. R. (2009)
International Journal of Early Years Education, 17(1), 47-65
An international perspective of early number sense:
identifying components predictive of difficulties in early mathematics achievement
Howell, S., & Kemp, C. R. (2006)
Australian Journal of Learning Difficulties, 11(4), 197-207
The Role of number sense in the identification and prevention of mathematics disability:
a consideration of the phonemic awareness/number sense analogy
Howell, S., & Kemp, C. (2004)
Australasian Journal of Special Education, 28(2), 65-78