Tim Feeney, Ph.D.Director of Overcoming Barriers to Learning Center
Tim Feeney is Director of Overcoming Barriers to Learning Center. He has assisted numerous school districts and state offices in the development of system-wide changes in order to provide sustainable, high quality, and cost-effective special education and rehabilitation services.
Over the course of the past 20 years, Tim has worked in a variety of capacities in human services including: special education teacher, program director of a state program for individuals with autism, coordinator of educational services, coordinator behavioral services, staff psychologist, consulting behavior specialist and an Assistant Professor of Special Education.
In addition to his experiences working with people with brain injury, Tim has extensive experience developing services for individuals on the autism spectrum, this includes work with school districts that support students with autism, Asperger’s Syndrome, and pervasive developmental disorders.
Tim has authored over 50 scholarly journal articles and book chapters, is co-author of the book Collaborative Brain Injury Intervention: Positive Everyday Routines, and travels the world over speaking to audiences about collaborative supports for individuals with brain injury, autism and related disorders, and individuals with challenging behaviors.
Kelly Brock, MSEDAssistant Director of Overcoming Barriers to Learning Center
Kelly is the Assistant Director of Overcoming Barriers to Learning Center. She is a New York State Certified Teacher and is currently an Adjunct Professor at Sage College of Albany. Kelly has taught in public schools in the capital district.
Kelly has experience working with children in schools, home and community settings developing and implementing cognitive and behavioral supports for children. She is the program director, implementing and overseeing daily and monthly programs. She has experience in working with children with Autism and related disorders, AD/HD, learning disabilities and children with challenging behaviors.