Skip top navigation

Dr. Kelley S. Regan
PhD, George Mason University
Helen A. Kellar Institute for Human disAbilities
Special Education
Special Education: General Curriculum

Contact Information

Send email to Dr. Regan

Phone: (703) 993-9858
Fax: (703) 993-3681
Email: kregan (

George Mason University
Fairfax Campus
Finley Building 201B
4400 University Dr.
MS 1F2
Fairfax, VA 22030


Kelley S. Regan is a Professor in the School of Education (SOED). She joined the Division of Special Education and disAbility Research in 2008. Prior to coming to George Mason University, Dr. Regan was an assistant professor of special education at The George Washington University from 2005-2007. She received her Ph.D. in special education from George Mason University in 2005. Dr. Regan began her career as a special education teacher of students with mild disabilities including students with learning disabilities (LD), Attention/Deficit Hyperactivity Disorder (ADHD), autism, and emotional and behavioral disorders. She taught in separate day facilities for students with EBD and self-contained settings for students with EBD in grades 6 - 8. Professor Regan’s research focuses on improving the evidence-based practice of preservice and inservice special education teachers. In addition, Dr. Regan’s research has involved the development and testing of a technology-based intervention to support the written expression of students with disabilities. She has received over $10 million in external research and personnel preparation funding from the U. S. Department of Education’s Office of Special Education Program (OSEP) and the Virginia Department of Education. She is former editor of The Teacher Educators’ Journal and co-author of The Inclusive Classroom: Strategies for Effective Differentiated Instruction (7th edition).  

Research Interests
  • Learning Disabilities, Emotional and Behavioral Disorders
  • Writing Instruction, Literacy Practices
  • Teacher Preparation
    • program development
    • program improvement
    • eCoaching/BIE technology
  • Teacher Educators
  • Teacher Behavior
Recent Publications

Sample Publications


Mastropieri, M. A., Scruggs, T. E., & Regan, K. S. (2023). The Inclusive Classroom: Strategies for Effective Differentiated Instruction (7th edition). Pearson.

Refereed Journal Articles

  •  Regan, K. & King-Sears, M. A. (2023). A scaffolded model for preparing doctoral students to teach in higher education. Journal of Special Education Preparation, 3(3), 38-47.
  • Regan, K., Evmenova, A. S., Mergen, R., Verbiest, C., Hutchison, A., Murnan, R., Field, S., & Gafurov, B. (2023). The feasibility of using virtual professional development to support teachers in making data-based decisions to improve students’ writing. Learning Disabilities Research and Practice, 38(1), 40-56.       
  • Day, J., Regan, K., Evmenova, A., Verbiest, C., Hutchison, A., & Gafurov, B. (2022). The resilience of teachers and students using a virtual writing intervention during COVID-19. Reading and Writing Quarterly, 1(23), 390-412.       
  • Evemenova, A., Regan, K., Schladant, M., Hall, T. E., Buzhardt, J., Erickson, K. A., Ai, J.,Sudduth, C., & Jackson, T. (2022). Stepping-up technology implementation – How does it happen? Journal of Special Education Technology. Advance online publication.          
  • Regan, K., Evmenova, A. S., Hutchison, A., Day, J., Stephens, M., Verbiest, C., & Gufarov, B. (2022). Steps for success: Making instructional decisions for students’ essay writing. Teaching Exceptional Children, 54(3), 202-212.
  •  O’Brien, K., Regan, K., Coogle, C. G., Ottley, J. R. & Nagro, S. A. (2021). Impact of eCoaching with video-based reflection on special education teacher candidates’ instructional skills. Teacher Education and Special Education, 44(2), 160-182.
  • Evmenova, A., Regan, K., Hutchison, A. (2020). AT for writing: Technology-based graphic organizers with embedded supports. TEACHING Exceptional Children, 52.
  • Regan, K., Evmenova, A. S., MacVittie, N. P., Leggett, A., Ives, S. T., Schwartzer, J., Mastropieri, M., & Rybicki-Newman, M. P. (2019). A case of early adopters of technology in a social studies classroom. Contemporary Issues in Technology and Teacher Education, 19(3). Retrieved from
  • Regan, K., Evmenova, A. S., Sacco, D., Schwartzer, J., Chirinos, D. S., & Hughes, M. D. (2019). Teacher perceptions of integrating technology in writing. Technology, Pedagogy, and Education, 28(1), 1-19. doi:10.1080/1475939X.2018.1561507.
  • Regan, K., & Weiss, M. (2019). Bug-in-ear coaching for teacher candidates: What, why, and how to get started. Intervention in School and Clinc. Advance online publication.
  • Regan, K., Evmennova, A., Good, K., Leggett, A., Ahn, S. Y., & Mastrolpieri, M. A. (2017). Persuasive writing with mobile-based graphic organizers in inclusive classrooms across the curriculum. Journal of Special Education Technology. Advance online publication. 
  • Regan, K., Weiss, M., & Evmenova, A. S. (2017). Using eCoaching to improve practice of novice teacher educators. Journal of Teaching and Learning with Technology, 6(1), 45-64.
  • Regan, K., Evmenova, A., Boykin, A., Sacco, D., Good, K., Ahn, S. Y., MacVittie, N., & Hughes, M. D. (2016). Supporting struggling writers with class-wide teacher implementation of a computer-based graphic organizer. Reading and Writing Quarterly: Overcoming Learning Difficulties. Advance online publication.
  • Regan, K., Evmenova, A. S., Kurz, L. A., Hughes, M. D., Sacco, D., Ahn, S. Y., MacVittie, N.,Good, K., Boykin, A., Schwartzer, J., & Chirinos, D. S. (2016). Researchers Apply Lesson Study: A Cycle of Lesson Planning, Implementation, and Revision. Learning Disabilities Research and Practice, 31(2), 113-122. DOI: 10.1111/ldrp.12101
  • Evmenova, A., Regan, K., Boykin, A., Good, K., Hughes, M., MacVittie, N., Sacco, D., Ahn, S. Y., & Chirinos, D. (2016). Emphasizing planning for essay writing with a computer-based graphic organizer. Exceptional Children, 82(2), 144-169. doi: 10.1177/0014402915585483
  • Regan, K., S. Berkeley, S., Hughes, M., & Brady, K. (2015). Understanding practitioner perceptions of responsiveness to intervention. Learning Disability Quarterly. Advance online publication. doi:10.1177/0731948715580437
  • Weiss, M. P., Pellegrino, A., Regan, K., & Mann, L. (2015). Beyond the blind date: Collaborative course development and co-teaching by teacher educators. Teacher Education and Special Education, 38, 79-87. doi: 10.1177/0888406414529308
  • Regan, K., Berkeley, S., Hughes, M., Kirby, S. (2014). Effects of computer-assisted instruction for struggling elementary readers with disabilities. Journal of Special Education, 48(2), 106-119. doi:10.1177/0022466913497261
Other Information


Project WEGOMEGA  Evmenova, A. S., Regan, K, & Gafurov, B. (2023-2028). WEGOMEGA: Writing Efficiently with Graphic Organizers – Motivating with Educational Games (CFDA 84.327R) supported by the Office of Special Education Programs, U. S. Department of Education, Washington, D.C.                          

Project WEGO-RIITE   Evmenova, A. S., Regan, K., & Hutchison, A. (2018-2022). WEGO-RIITE: Writing Efficiently with Graphic Organizers – Responsive Instruction while Implementing Technology Effectively (CFDA 84.327S) supported by the Technology and Media Services for Individuals with Disabilities: Stepping-Up Technology Implementation grant, Office of Special Education Programs, State Department of Education, Washington, D.C. 

Project WeGotIT!   Evmenova, A., & Regan, K. (2013-2018). Project WeGotIT!: Writing Efficiently with Graphic Organizers – Teachers Integrating Technology. Technology and Media Services for Individuals with Disabilities—Stepping-Up Technology Implementation, U.S Department of Education, Office of Special Education and Rehabilitative Services (OSERS).        

Project ASCEND  Regan, K., & Evmenova, A. (2012-2017). Preparation of Leadership Personnel: Project ASCEND: Applying Scholarship to Create and Evaluate Next Developments in Special Education. U. S. Department of Education, Office of Special Education Programs (OSEP). (Inherited from Margo Mastropieri & Tom Scruggs)

325T Program Improvement  Regan, K. (2008-2014). Special Education Pre-Service Training Improvement Grant, U. S. Department of Education, Office of Special Education Programs (OSEP) CFDA 84.325T. 

Dynamic Coaching Outreach Project (DCOP)  Regan, K., Baker, P. H., & (Weiss, M. as Co-PI in 2016) (2011 – present). A distance model for an endorsement in special education: General Curriculum K-12. Sponsored by the Virginia Department of Education (VDOE) utilizing federal flow-through of IDEA, Part B funds; $768,758 received to date.

VDOE Endorsement Grant  Regan, K., & Baker, P. H., & (Weiss, M. as Co-PI in 2016; O’Brien, K. in 2019) (2011 – present). Traineeships for the Endorsement of Special Education Personnel: General Curriculum K-12. Sponsored by the Virginia Department of Education (VDOE) utilizing state funds to address teacher shortage; $1,102,046 received to date.

Other Courses Taught