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The Math Behind Early Counting: Building Number Sense for Students With Complex Learning Needs

Live Webinar:

The Math Behind Early Counting: Building Number Sense for Students With Complex Learning Needs

Presented by:

Claire Greer, PhD, and Allison Dennis, PhD

Live Session To Be Held On:
August 12th | 12:00 PM CST
Bright blue webinar banner for Building Wings with date August 12, 2026 and two speaker headshots on the left; title covers The Math Behind Early Counting for students with complex learning needs.

How do students develop true number sense—and why is counting about much more than reciting numbers?

Join Claire Greer, PhD, and Allison Dennis, PhD, for an evidence-based webinar exploring how intentional early counting instruction helps students with complex learning needs develop foundational math skills. Grounded in current research, this session examines why number sense is essential for mathematical success and how structured counting routines support students in making meaningful connections between numbers, quantities, comparison, grouping, and real-world mathematics.

You’ll learn why effective counting instruction goes beyond memorization and how focusing deeply on one number at a time helps students build conceptual understanding through repeated, meaningful experiences.

The webinar also includes a demonstration of Learning Numbers in Readtopia and ReadtopiaGO, showing how research-based daily routines provide accessible, engaging opportunities for students to strengthen foundational math concepts over time.

Whether you’re a special educator, instructional coach, administrator, therapist, early childhood educator, or family member supporting students with significant cognitive disabilities, you’ll leave with practical strategies and a deeper understanding of how intentional math instruction builds confidence and mathematical thinking.

Learning Objectives for This Webinar

During this webinar, participants will learn:

 

  • Why early counting instruction is foundational to developing number sense.

 

  • How intentional counting routines help students connect numbers to quantity, comparison, and grouping.

 

  • Why asking “How many?” strengthens mathematical thinking and conceptual understanding.

 

  • How research-based instructional routines support students with complex learning needs.

 

  • How Learning Numbers in Readtopia and ReadtopiaGO helps educators deliver consistent, accessible math instruction.

This webinar is intended for teachers, paras, and SLP/OT’s involved in literacy instruction with learners receiving special education services.  You will leave with knowledge of how to elevate instruction for your learners.

Registered attendees will receive a link to the recording within a few days of the scheduled live webinar.

Visit the Building Wings for additional free webinars for special educators, including upcoming live webinars and access to on-demand recordings of previously held live webinars. You can also sign up to receive an email notification when live webinars are posted.

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About the Presenter

Woman smiling with a black top, short brown hair, and gold necklace on a blue background
Claire Greer, PhD

Claire Greer, Ph.D., is a Research Assistant Professor at the Center for Literacy and Disability Studies, in the Department of Allied Health Sciences, School of Medicine, University of North Carolina at Chapel Hill. She has worked for the North Carolina Department of Public Instruction as Consultant for Autism, Severe Intellectual Disabilities and Multiple Disabilities and was the Director of the North Carolina Deaf-Blind Project. She has also worked for the States of North Carolina, Kentucky and Wyoming as a Classroom Teacher, Program Specialist, Educational Director, and Exceptional Children Consultant.

Head-and-shoulders portrait of a smiling woman with long brown hair, wearing a beige sweater and floral top, with brick wall and greenery behind her.
Allison Dennis, PhD

Allison Dennis, PhD, serves as the Research and Implementation Strategist at Building Wings, where she leads initiatives focused on evidence-based literacy instruction and effective implementation practices. With a strong background in special education, Allison previously taught high school students with moderate to significant physical and intellectual disabilities. She also served as a Research Assistant at the Center for Literacy and Disability Studies at the University of North Carolina at Chapel Hill, contributing to research and innovation in literacy and accessible learning. Allison earned both her master’s degree and Ph.D. in Education from the University of North Carolina at Chapel Hill.

Karen A. Erickson, Ph.D.​

Karen A. Erickson, Ph.D. is Director of the Center for Literacy and Disability Studies at University of North Carolina—Chapel Hill. Her focus is on understanding the best ways to assess and teach reading and writing to children with the most severe disabilities. As a special education teacher, Dr. Erickson has worked to support students with a range of disabilities in a variety of classroom settings, particularly students who do not use speech as their primary means of communication.

Website: https://www.med.unc.edu/ahs/clds

Author Profile: https://products.brookespublishing.com/cw_Contributorinfo.aspx?ContribID=110&Name=Karen+Erickson,Ph.D.

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