International schools must include neurodivergent and disabled students for global citizenship goals: Elite global citizenship education is inclusive

Abstract

International schools typically promise to provide some form of global citizenship education or internationally minded perspective on the world. There is value added to global citizenship education by including neurodivergent and disabled students-students with brains and bodies that vary from those of their typical peers-well. The goals of global citizenship education imply an ability to interact with all people of the world, neurodivergent and disabled people included. Through a broad-spectrum literature review, the author examines the identities of international schools attempting to become global leaders in including by choice as well as the research basis supporting that goal and opportunities available to those schools.