International Schools Must Include Neurodivergent and Disabled Students for Global Citizenship Goals: Elite Global Citizenship Education Is Inclusive

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Author(s): Jon Springer (SENIA International, Austria)
Copyright: 2024
Pages: 35
Source title: Handbook of Research on Critical Issues and Global Trends in International Education
Source Author(s)/Editor(s): Megel R. Barker (TASIS England, UK), Robyn Conrad Hansen (Northern Arizona University, USA)and Liam Hammer (International School of Lusaka, Zambia)
DOI: 10.4018/978-1-6684-8795-2.ch024

Keywords: Curriculum Development and Instructional Design / Educational Leadership & Administration / Information Science Reference / Knowledge Management and Library Science

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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.

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International Schools Must Include Neurodivergent and Disabled Students for Global Citizenship Goals: Elite Global Citizenship Education Is Inclusive

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