Dr Sally Howell
Phone: 02 9850 8691
Fax: 02 9850 8254
Office: X5A 176
Sally has been involved in the education of children with special needs both as a teacher and special education consultant for over 25 years. This has involved working in public, independent and Catholic schools as well as at a senior level in the NSW Department of Education and Communities. Sally has worked in a community-based disability organisation and as a special education lecturer at Macquarie University Special Education Centre. She has provided advice to the Australian Curriculum, Assessment and Reporting Authority (ACARA) and the NSW Board of Studies regarding curriculum and assessment for students with a disability. She has expertise in assessment and programming for children with difficulties in learning, particularly in the areas of reading and numeracy and extensive experience working collaboratively with parents and schools in the support of children with special needs.
- The acquisition of literacy skills in students with disabilities/learning difficulties.
- The acquisition of numeracy skills in students with disabilities/learning difficulties.
- Number sense as a predictor of mathematical difficulties in young children
|2010||Howell, S., & Kemp, C. (2010). Assessing preschool number sense: Skills demonstrated by children prior to school. Educational Psychology, 30, 411-429|
|2009||Howell, S., & Kemp, C. (2009). A participatory approach to the identification of measures of number sense in children prior to school entry. International Journal of Early Years Education, 17, 47-65.|
|2006||Howell, S., & Kemp, C. (2006). An international perspective of early number sense: Identifying components predictive of difficulties in early mathematics achievement. Australian Journal of Learning Disabilities, 11, 197-207.|
|2005||Howell, S., & Kemp, C. (2005). Defining early number sense: A participatory Australian study. Educational Psychology, 25, 555-571.|
|2004||Howell, S., & Kemp, C. (2004). The role of number sense in the identification and prevention of mathematics disability: A consideration of the phonemic awareness/number sense analogy. The Australasian Journal of Special Education, 28, 65-78.|