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

ABSTRACT

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.

KEYWORDS:

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

Brief authors’ bio

Dr. Daniel Hernandez Torrano is an Associate Professor at Nazarbayev University Graduate School of Education. Dr. Hernandez Torrano obtained his Ph.D. in Educational Psychology from the University of Murcia in Spain, and has held research positions at the University College London (UK), Universidade do Minho (Portugal), and University of Connecticut (USA). He teaches graduate courses in quantitative research methodology, psychology of learning, and inclusive education. His main areas of interest are gifted education, inclusive education, the intersection between excellence and equity in education, and young people’s wellbeing.

Dr. Michelle Somerton is an Assistant Professor and current Academic Program Director of the degree Masters in Leadership Inclusive Education at Nazarbayev University Graduate School of Education. She holds a PhD, Graduate Certificate in Research, and a Bachelor of Education with Honours from the University of Tasmania. Her research interests are investigating educational inequity and barriers to education such as students with autism in Kazakhstan. Dr. Somerton has taught internationally in inclusive education and leadership, policy, global perspectives, research methods, and inclusive practices for undergraduate and Master’s students.

Dr. Janet Helmer is an Associate Professor in the Nazarbayev University Graduate School of Education. She holds a Doctoral degree from the University of Minnesota in Educational Leadership, Policy and Administration. Dr. Helmer has held numerous teaching and administrative positions in overseas International Schools and also worked with graduate and undergraduate students through teaching and research positions at Charles Darwin University in Australia. Much of her research has looked at educational and wellbeing outcomes for marginalised groups living in geographically isolated areas.

Disclosure statement

No potential conflict of interest was reported by the author(s).