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

A participatory approach to the identification of measures of number sense in children prior to school entry

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

Defining early number sense:

A participatory Australian study

Howell, S., & Kemp, C. (2005)

Educational Psychology, 25(5), 555-571