asked the Minister for Education if she is satisfied that the appropriate professional and remedial help is available for those pupils perceived to have special difficulties who have been tested and assessed.

Pupils who are perceived as having special difficulties and who have been tested and assessed are provided for in special schools and special classes throughout the country. In the case of children assessed as mildly mentally handicapped provision is made in 31 special schools and 155 special classes attached to ordinary national schools. With regard to children who have been assessed as moderately mentally handicapped provision is made for their education in 34 special schools and in a small number of special classes for the young children, operating on a pilot basis. I am confident that a suitable placement in special schools and classes can be made for any children, so assessed, whose parents are seeking placement for them.

At present the provision of special classes at post-primary level for mildly mentally handicapped children progressing from special classes in primary schools is not considered fully adequate. It is the intention to increase substantially the number of such classes over a period of time.

A Cheann Comhairle, I have to say something. Perhaps inadvertently the Minister and his officials have misinterpreted my question.

A question, Deputy, please.

I have to say that. In referring to pupils with special difficulties who have been tested and assessed I am talking about education and psychological difficulties which arise in primary schools. I am talking about the psychological testing service supplied by the Department of Education to assist pupils with psychological problems or particular educational problems. I am not talking about the mildly handicapped or severely handicapped. It was quite clear that I was referring to the psychological and educational difficulties of young pupils in primary schools. What steps is the Minister taking to see to it that pupils with those difficulties have a follow through system to enable remedial action to be taken to help them to overcome their difficulties? Are they just tested and reported on, and is the report put on a shelf and forgotten? It is most important to have a follow-up.

I referred to the follow-up. I said that as far as the primary schools were concerned I was quite satisfied that adequate services were available. We are advised by the primary schools inspectorate in relation to children in special difficulties. As I have said, I am not satisfied with the services available at post-primary level. I am having the matter examined and expect an improvement over the next year or so.

I am glad the Minister of State has acknowledged the lack of facilities at second level. While there are, in theory and on paper, facilities available at primary level, is the Minister aware that many of these agencies are working in isolation, not in cohesion, for the future well-being of the pupils concerned? I am concerned that many of the excellent reports and much of the help given to those children are not then followed through — this is the case — and I want to ask the Minister if something could be done to ensure cohesion in the follow-up of these expert reports on particular children, bearing in mind that if they are not followed up immediately and attended to the difficulties of those children will increase, when the solution may then be rendered more difficult?

Is the Deputy talking about cohesion in primary schools?

The agencies that help a child at primary level.

I am quite satisfied that the inspectorate in charge at primary level are quite competent and capable and, in my opinion, doing a very good job. I am not aware of any lack of cohesion in that regard. If the Deputy has any areas in mind I would certainly be prepared to examine them. I might repeat that I am concerned at what is available at second level. I will take a look at that and hope to improve the situation within the next year.

Would the Minister agree that in these areas of difficulty our spokesperson has identified for the Minister — and of which he is now well aware — there is an inadequate inspectorate by way of numbers to be able to monitor on an on-going basis the progress of these children once identified? We are talking about their progress within the school where the difficulty is identified and assessed. It is my experience that the inspectorate simply would not have the time because they are burdened with the assessment of teachers, which is, of course, very necessary. Would the Minister of State accept that the psychological service available to primary schools is totally inadequate and needs to be revised and updated as soon as possible to meet present and future demands?

I would be concerned about any inadequacies in that area but I am not aware of the inadequacies stated by the Deputy. I will examine the matter and if I feel it necessary that it be improved I would certainly be very favourably disposed to doing so. I am aware of the contribution being made in that regard by the inspectorate and I am quite satisfied in that respect. But I will have a look at the matter.

This is repetition and argument.

I accept that the inspectorate are making a large contribution but would the Minister accept that their numbers are inadequate to deal with the matter effectively and comprehensively as is needed?

As I have said I am not so aware at primary level. I would not accept that.