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

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Abstract

The purpose of this study is to map the research literature on inclusive education since Salamanca Statement using metadata extracted from 7,084 Scopus-indexed publications over the last 25 years (1994-2019). More specifically, this study uses a bibliometric approach to provide a comprehensive picture of the evolution and current state of research in inclusive education in terms of 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, especially since the mid 2000s; (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 remarkable level of scientific collaboration in the field of IE, 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 on IE in the last 25 years: IE in higher education settings, preservice teacher education and their attitudes towards IE, teaching for inclusion and in-service
professional development on IE, and practices and principles of inclusive classrooms and schools. Findings are discussed and implications for the development of the field are presented.
Original languageEnglish
Number of pages35
JournalInternational Journal of Inclusive Education
DOIs
Publication statusPublished - Mar 30 2020

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Keywords

  • inclusive education, inclusion, special education needs, Salamanca Statement, bibliometric review, science mapping, VOSViewer

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