Ronan's cognitive ability was assessed using the Wechsler pre-school and primary scale of intelligence, revised, UK edition. On the basis of Ronan's performance during this assessment, he obtained an overall result consistent with functioning within the borderline range of ability, between low average and mild learning disability. His performance on both verbal and non-verbal sub-tests was also indicative of functioning within this range of borderline range of ability.

Speech therapy reports indicate that Ronan presents with a severe receptive language disorder, a severe expressive language disorder and significantly delayed phonological development. Speech therapy assessments also indicate significant difficulties with intelligibility, attention control and listening skills . Informant reports suggest that Ronan's self-help skills are, approximately, age appropriate. I understand that Ronan has required considerably more individual attention and support than many of his peers in Montessori school.

Regarding Ronan's social skills and relationships, the report indicates the following:

Teacher reports indicate that Ronan initially experienced considerable difficulty interacting appropriately with his peers when he first attended Montessori. While Ronan has made good progress in this regard, it is likely that he will require some support in this area on transition to primary school, at least in the initial stages. Informant reports together with observations during assessment would suggest that Ronan can be quite assertive and demanding within his relationships with both children and adults.

There is a history of concern for Ronan's behaviour within home, school and speech therapy contexts. He presents as a head-strong and determined child who can present with significant management difficulties. Within speech therapy contexts, for example, I understand that poor levels of compliance during sessions resulted in his speech and language therapist supporting him in an alternative format for a time, that is through a school based programme. Ronan's history of non-compliant behaviour may be particularly significant in the context of his forthcoming school placement in that difficulties of this nature will significantly impede his ability to access the curriculum.

Ronan is a pre-school child who presents with severe receptive and expressive speech and language disorder and significantly delayed phonological development. He also presents with potentially significant difficulties in the areas of behaviour, attention and concentration. Despite high levels of support and input within home, educational and speech therapy settings to date, Ronan continues to experience considerable difficulties within these areas.

The report's recommendations are as follows:

Given the range and extent of Ronan's difficulties he will require very high levels of support within the school setting in order to meet his needs appropriately. Ronan has been proposed as a candidate for admission to the speech and language class, Scoil Croí Íosa but was unfortunate not to obtain a place for this academic year.

Consequently, given his forthcoming placement in a mainstream infant class [at Culleens national school, Ballina, which has agreed to take him] Ronan's receiving school is strongly advised to apply for the following support for him:

Access to resource teaching hours. In this regard, it is hoped that the Department will give due consideration to the significance of Ronan's speech and language difficulties, together with recognition of his other areas of difficulty as outlined and to the fact that he narrowly missed placement in a local speech and language class.

Access to classroom assistance hours. It is advised that, in the first instance, full-time classroom assistance be made available to Ronan for the first two terms of his junior infant year, with a review scheduled for the end of his first term. The school are advised to seek the involvement of their educational psychologist as part of this process.

The school should apply for these supports as soon as possible in an endeavour to have them in place when Ronan commences school in September 2003.

Ronan's receiving school are also advised to liaise closely with their educational psychologist in relation to how best school staff can meet Ronan's variety of needs within a mainstream class/school setting.

In addition to Ronan's placement in an appropriately supportive school environment he will also continue to require access to support and input from speech therapy professionals. It is my understanding that Ronan is to continue receiving therapy within the community clinic setting.

The school in question has made a strong recommendation and I quoted the psychologist's report. It is clear and decisive in making the specific recommendations which I have raised in presenting this Adjournment Matter to the House.