Gwyneth A Jeyes
Cert Ed. BA MEd (ed. psychology/special ed. needs) MDPA

CURRICULUM VITAE
I qualified as a teacher at Sunderland College of Education, Institute of Durham University in 1969. I took up a secondary post in Northampton, specialising in science and mathematics. I had a series of promotions being responsible for setting up and running a combined science course, to be followed by the first two years of the ten stream intake upper school and taking on pastoral responsibilities as Deputy Head of year with responsibility for the welfare of the year group of 300 or more children.

I left in December 1974 to raise my own family.
During the intervening years I worked in a variety of schools on short-term contracts and tutored privately. I gained my BA degree in Education and Science, with the Open University, in 1985.

My interest in learning development grew and I took up a permanent part time post, teaching children with special educational needs within a state primary school.

I continued my interest in development and having noted the accelerated progress of my private pupils, who undertook a variety of intervention programs, I investigated the area to discover what was done and the theory behind it. I have attended many courses and conferences on development, including a movement intervention programme, in June 2001, to improve body mapping and directional skills, multi tasking and bilateral integration of the brain, led by Sheila Dobie OBE, of the Institute of Neurophysiological Psychology, Edinburgh.

I completed training as an authorised provider for the Listening program, with the program designers from Advanced Brain Technologies, April 2000 and have since implemented the program in the state school in which I work and privately. I have achieved good results, in many areas, in most cases. This is confirmed by the exceptional progress scores as shown in the results of the tests used for Nottinghamshire for tracking pupil progress. All of the children in the groups so far have improved in auditory discrimination and memory. Reading levels have improved for the majority and improvement has been seen to be maintained.

I trained as a Primary Movement teacher, qualifying July 2000. Again I have implemented the program in school and privately and there have been improvements in balance, tracking and the reflexes have been inhibited. The accompanying improvements in reading have been verified by the exceptional progress registered in the county tracking tests.

I gained my M.Ed. in Educational Psychology/Special Educational Needs, from Nottingham University, July 2001 and the Listening Program was the subject of my dissertation and was considered as highly relevant.

I have addressed the conference on the Listening Program explaining implementation and results in school and privately. I have worked alongside other specialists in speech and language, educational psychology and medicine, dealing with educational development. I have been asked to assess and produce written reports in my area to be used by the court and social services. I give addresses on the interventions to groups including health professionals and educationalists from all settings, main stream and behavioural units.
I am a member of the Developmental Practitioners Association, which is made up of people of differing specialisations who are dealing with developmental areas.

I continue to implement the programs in the state school and, as a private educational consultant assess and implement programs to deal with developmental delay and those factors in children and adults with learning difficulties, dyslexia, dyspraxia, ADHD and autism spectrum disorders and associated behavioural problems.

Trained 2002 to deliver the Primary Movement Nursery Programme to address development from the earlier age in order to promote children who are more able to take advantage of the education they receive.
March 2004 presented paper Addressing Underachievement in Primary School, results of using the Listening training Program at the International British Dyslexia Association Conference at Warwick. Presented results of Primary Movement in school at Head Teachers Conference at Mansfield, Nottinghamshire.

2004 Trained as trainer for EASIE programme. Exercise and sound in education program produced by DPA for nursery and infant age children to enhance development at earliest age. Run training courses for teachers, assistants and interested parties.
2004 gained certification as Listening Provider with Advanced Brain Technologies to enable me to use the full range of their auditory programs.

Study of Effect of Primary Movement in process. Results will show progress of individuals, group and class following programme. In addition there will be two children of higher ability underachieving who have followed the programme and their results will be compared with two children in the same school who act as controls, matched for age, gender and IQ.

I continue to expand the use of intervention, amass data, promote the idea of early intervention through letters to newspapers such as The Times and disseminate information to interested groups with the aim of raising the threshold of education for all in real terms, by enabling them to access education offered. This will reduce the number of disaffected students, producing a better-integrated society and hopefully breaking the cycle of crime and violence in some situations.

Up to present

Run EASIE training course for teachers, student teachers, assistants. Parent and other interested parties.

Speak in seminars for conferences on, the learning development connection and interventions to address delay. For example I have spoken at NASEN conferences, Gifted in France, 'Don't look away' Northern Ireland. Share expertise on developmental programmes. Present case studies to illustrate the effect of programmes in individuals of different labels. 

Involved in research study involving Downs Syndrome children. Did poster presentation on work with Caroline Newton at World Symposium for Down Syndrome, at Dublin, August 2009.

Organised conference 'Children Matter' at Newark, September 2009 in an attempt to raise the profile of developmental work. Overwhelming view of conference , having heard speakers and reviews of their research, is that specific  developmental programmes raise the standard and are effective in enhancing development for learning. One parent organised a press interview in support prior to conference and another gave testimony as to results with her children at conference.

Produce case studies showing effect of interventions with children and adults with different labels or underachievement. Examples on website under 'research and papers'

Voted Chairman of Developmental Practitioners Association after a short service as acting Chairman. The majority of those attending September conference joined the Association which is open to parents and professionals.

Work with individuals and groups with complex difficulties, from mainstream and special schools privately.

Work with parent groups concerned with Autistic groups in Northern Ireland. Results of study from results on research page.

Promote developmental work wherever possible. Featured letter and debate in Times newspaper, case study for dyscalculia in Daily Express. Disseminating information to interested groups with the aim of raising the threshold of education in real terms, by enabling children to access the education offered. This will reduce the number of disaffected students, producing a better integrated society and hopefully breaking the cycle of crime and violence in some situations.