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My work as an educational therapist is student-centered and focuses on mediating, collaborating and coaching students to understand how they think and learn. The intellectual underpinnings of this process draws on research from a variety of disciplines— psychology, education, neurobiology, sports and art—all disciplines that seek to explore how we perceive, learn, think and express ourselves. This sets a student up with the skills they need for school, lifelong learning and success
In this role, I focus on:
• Cognition—understanding how we think and perceive
• Meta-cognition—understanding how we strategize and plan
• Memory—understanding how we retain information as we build our knowledge base
• Pragmatics—understanding how to be more efficient and implementing effective strategies to manage time and effort.
My results are based on mediating the learning experience. As a Feuerstein practitioner, I believe in the effectiveness of the mediated learning theory. I often use the Instrumental Enrichment instruments to explore abstract problem solving and bridging newly acquired awareness and skills to content. For example, working systematically on the Organization of Dots instrument provides an opportunity to understand impulsive behaviors, such as spontaneously jumping to the wrong conclusion, or answering a question before it’s asked. The communication involved with students mediates their experience of their perception, allowing them to develop alternative ways to think and behave. They achieve sustainable improvement How extensively the IE instruments are used is student and situation dependant.
My training as an Educational Therapist and Feuerstein practitioner conveniently coincide with my personal experience of learning difference, and allow me to understand the effects of learning differences on performance from an insider’s perspective. Hence, my goal is to help students avoid the pain and suffering learning differences can impose on us in so many complex ways. I try and move beyond the labels attached to learning disability by the medical establishment, at the same time acknowledging their veracity, hence mediating a fresh new perspective of self. This more effective self carries on with life. |
| Licenses/Certifications |
 Associate Educational Therapist
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| License Info |
| Associate |
| Education |
Educational Therapy Certificate—2008—University of California at Santa Cruz [Honors]
College Advisor-Certificate in College Advising- UC Berkeley-2012
Technical and Professional Writing Certificate—2006—San Francisco State University
Master of Arts in Education / Instructional Technology—2003—San Francisco State University
Bachelor of Arts, Speech and Communication—1999—San Francisco State University
Feuerstein Training—Level 1 and Level 2 & LPAD—2010—Israel and Romania |
| Bio: |
I provide the following:
Educational Assessment • Academic Counseling and Advising • Educational Therapy • Program Development/Coordination •Teaching • Learning Specialist • Curriculum Evaluation and Design •Training Development •Technical Writing • Coaching
Terry Regan, MA, Educational Therapist, has a Masters Degree in Education. He holds certificates in educational therapy, college advising and technical writing. Additionally, he is a trained Feuerstein Practitioner working with both Instrumental Enrichment and Dynamic Assessment techniques. He is a member of the Institute for the Advancement of Psychotherapy with a special focus on AD/HD. His private practice includes working with adolescents, undergraduates and graduate students and adults who have functional difficulties related to a variety of cognitive problems that undermine their performance in school or on the job. He has logged thousands of hours as an educational therapist and academic advisor working with students to address the learning challenges associated with today’s modern pedagogy.
A Learning Specialist at San Francisco State University, Regan was also a Disability Specialist at the San Francisco Art Institute. He taught at the Academy of Art University for over ten years and continues to teach at UC Santa Cruz extension. Regan is also an active member of a number of professional organizations and is the chair of the Virtual Study Group for AET.
Having begun his academic career with a rowing scholarship to the University of Pennsylvania and subsequently been a rowing coach, cabinetmaker, artist, and general contractor, Regan brings to bear in his practice extensive real world experience with learning issues. |
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| Practice Areas/Issues Treated |
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Educational Therapy
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Attention Deficit Disorder
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Evaluation and Testing
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Learning Disabilities
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Low Academic Self-Esteem
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Study Skills Development
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Other Less Common Conditions
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School and Test Anxiety
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