Maureen O'Sullivan (Dublin Central, Independent)
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94. To ask the Minister for Education and Skills if his attention has been drawn to concerns raised by Irish speaking families who partake in foster care regarding the impact of the Education (Admission to Schools) Bill 2016 and the way in which it could discriminate against them; and if he will make a statement on the matter. [29218/18]

Richard Bruton (Dublin Bay North, Fine Gael)
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I have made clear during the passage of the Education (Admission to Schools) Bill 2016 that I wish to support Irish medium schools and to ensure that the Bill does not unintendedly limit the opportunities of students who have attained a level of proficiency in the Irish language from pursuing their education through the medium of Irish.

Accordingly, I brought forward an amendment in the Dáil which was aimed at allowing Irish medium schools to give priority in admission to students who have a reasonable age appropriate level of oral fluency in the Irish language, where such fluency would be at risk of regressing if the student were not admitted to an Irish medium school. 

However, having regard to certain concerns raised by members of the Dáil in relation to my amendment, I agreed to withdraw it and resubmit revised amendments to the Seanad.

In that regard, I can confirm that I have since brought forward amendments in the Seanad that will permit an Irish medium school to prioritise the admission of a student where the school is satisfied that the student has a level of fluency in the Irish language and where that fluency would be likely to regress were the child not admitted to an Irish language school.

In doing so, I have amended the definition of ‘level of fluency in the Irish language’ to provide that it means ‘a level of fluency indicative of what would be expected of a student who uses the Irish language as a normal means of communication in a non-educational environment, taking into account the age and any special educational needs of the student concerned’.

The revised approach ensures that all children with such fluency must be treated equally and where a priority is given by a school to children who have fluency, such a priority must be applied fairly and in an inclusive manner, regardless of background or family circumstances, including whether or not the child is in foster care.