Mapping Research on Inclusive Education since Salamanca Statement: A Bibliometric Review of the Literature over 25 Years

Autor/inn/en	Hernández-Torrano, Daniel; Somerton, Michelle; Helmer, Janet
Titel	Mapping Research on Inclusive Education since Salamanca Statement: A Bibliometric Review of the Literature over 25 Years
Quelle	In: International Journal of Inclusive Education, 26 (2022) 9, S.893-912 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Hernández-Torrano, Daniel) ORCID (Somerton, Michelle) ORCID (Helmer, Janet)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1360-3116
DOI	10.1080/13603116.2020.1747555
Schlagwörter	Inclusion; Educational Research; Educational Policy; Educational Trends; Global Approach; Cooperation; Special Education; Accessibility (for Disabled); Higher Education; Preservice Teacher Education; Preservice Teachers; Professional Development; Educational Practices; Bibliometrics; Students with Disabilities + Suchen Sie Ihr Suchwort? Inklusion; Bildungsforschung; Pädagogische Forschung; Politics of education; Bildungspolitik; Bildungsentwicklung; Globales Denken; Co-operation; Kooperation; Special needs education; Sonderpädagogik; Sonderschulwesen; Accessibility; Zugänglichkeit; Hochschulbildung; Hochschulsystem; Hochschulwesen; Lehramtsstudiengang; Lehrerausbildung; Bildungspraxis; Bibliometrie; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung
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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01