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Personal profile


I have been involved in the education of children with special needs both as a teacher and special education consultant for over 30 years. This has involved working in public, independent and catholic schools as well as at a senior level in the NSW Department of Education. I have worked in a community-based disability organisation and as a special education lecturer at Macquarie University Special Education Centre. I have provided advice to the Australian Curriculum, Assessment and Reporting Authority (ACARA) and the NSW Board of Studies (now NESA) regarding curriculum and assessment for students with a disability. Recently I have provided advice to ACARA on the role of phonics in beginning reading instruction. I have 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. I am currently the Principal of the MUSEC School. Within this role, as well as coordinating all aspects of this K-6 special school, I facilitate research within the school, supervise post-graduate practicum students and contribute to the post graduate special education academic program.

Research Interests

▪   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

Fingerprint Dive into the research topics where Sally Howell is active. These topic labels come from the works of this person. Together they form a unique fingerprint.

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Mathematics Medicine & Life Sciences
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teaching practice Social Sciences
disability Social Sciences
literacy Social Sciences
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Delphi Technique Medicine & Life Sciences

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Projects 2016 2016

AISNSW School Based Research Project - MUSEC School

Howell, S., Mills, S., Ho, B. & Carter, M.

23/09/16 → …

Project: Research

Research Outputs 2004 2017

  • 36 Citations
  • 2 h-Index
  • 5 Article
  • 1 Chapter
  • 1 Review article

Understanding and supporting numeracy competence

Howell, S. & Hopkins, S., 10 Apr 2017, Inclusion in action. Foreman, P. & Arthur-Kelly, M. (eds.). South Melbourne: Cengage Learning Australia, p. 390-432 42 p.

Research output: Chapter in Book/Report/Conference proceedingChapterResearchpeer-review

teaching practice

A Critique of the L3 Early Years Literacy Program

Neilson, R. & Howell, S., 2015, In : Learning difficulties Australia bulletin. 47, 2, p. 7-12 6 p.

Research output: Contribution to journalArticleResearch

number of children

Assessing preschool number sense: skills demonstrated by children prior to school entry

Howell, S. C. & Kemp, C. R., Jul 2010, In : Educational Psychology. 30, 4, p. 411-429 19 p.

Research output: Contribution to journalArticleResearchpeer-review

Delphi Technique
Language Tests

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

Howell, S. & Kemp, C. R., 2009, In : International Journal of Early Years Education. 17, 1, p. 47-65 19 p.

Research output: Contribution to journalArticleResearchpeer-review

New Zealand