Mapping research on inclusive education since Salamanca Statement: a bibliometric review of the literature over 25 years

• Published in: International journal of inclusive education Vol. 26; no. 9; pp. 893 - 912
• Main Authors: Hernández-Torrano, Daniel, Somerton, Michelle, Helmer, Janet
• Format: Journal Article
• Language: English
• Published: London Routledge 29.07.2022; Taylor & Francis Ltd
• Subjects: Academic Accommodations (Disabilities); Accessibility (for Disabled); bibliometric review; Bibliometrics; Collaboration; Cooperation; Educational Policy; Educational Practices; Educational Research; Educational systems; Educational Trends; Global Approach; Higher Education; Inclusion; Inclusive education; Literature reviews; Preservice Teacher Education; Preservice Teachers; Productivity; Professional Development; Salamanca Statement; Schools; science mapping; Special Education; special education needs; Students with Disabilities; Teaching; VOSViewer
• ISSN: 1360-3116; 1464-5173
• DOI: 10.1080/13603116.2020.1747555

The purpose of this study is to map the research literature on inclusive education (IE) since the Salamanca Statement using metadata extracted from 7,084 Scopus-indexed publications over the last 25 years in terms of the growth trajectory, productivity, collaborative networks, and intellectual structure of the field. Main findings of the study are: (1) the academic interest on IE has risen from the Salamanca Statement to date; (2) IE research is a global phenomenon and is produced in most countries around the world, although the bulk of research is still published by a small number of authors and countries; (3) there is a noteworthy level of scientific collaboration in the field, with numerous consolidated research groups and robust research collaborations between countries; (4) four schools of thought define the intellectual structure of IE research: system and structures, special education, accessibility and participation, and critical research; (5) four general themes have been addressed in the literature over the last 25 years: IE in higher education settings, pre-service teacher education and their attitudes towards IE, teaching for inclusion and in-service professional development on IE, and practices and principles of IE. Findings are discussed and implications for the development of the field are presented.