Mapping the Intellectual Landscape of Inclusive Education for Neurodivergent Learners

Abstract

This study aims to assist in understanding the ever-growing, constantly changing body of material related to providing inclusive environments for neurodivergent individuals. Although there has been significant growth in material, it is often difficult for professionals to find reliable evidence-based material that supports policies and practices, as research is overly isolated in its silos based on the individual’s diagnosis. Using bibliometric analyses over the last decade (2015-2025) within the Scopus database, this study applied Lotka, Bradford, and Zipf’s Laws to construct an intellectual landscape of the field. The findings presented, therefore, illustrate a shift from a medical deficit-based model to a socio-cultural model that supports neurodiversity as a legitimate perspective. In addition to identifying the major authors, most highly ranked journal publications, and countries producing significant research, a well-recognized body of international authorship exists, with the USA and UK being the dominant nations in this regard. One notable finding was the identification of an increase in technologically mediated inclusion through technologies such as Artificial Intelligence, Large Language Models (LLMs), and digital accessibility, which serves as the basis for 21st-century teaching and learning. Although traditional core areas of discipline include behavioral (i.e., ASD) intervention and clinical diagnosis, the field continues to expand into areas related to systemic approaches, rights-based pedagogy, and digital equity. Accordingly, this science map provides decision-makers with a greater understanding, supporting the improved allocation of resources to promote neuro-inclusive practices that utilize evidence-based approaches.