Building Inclusive University Campuses through the Social Model: Educational Clinical Research on Support for Students with Developmental Disorders

Understanding the social model of developmental disorders remains limited, and identifying the specific factors contributing to social barriers is an urgent concern in education. This study examined research trends and challenges in supporting students with developmental disorders from the perspective of the social model of disability, focusing on constructing inclusive campuses. Social barriers are the interrelations of physical spaces, institutional frameworks, and psychological or behavioral factors that shape the mindset. Although the social model has been conceptually referenced in previous studies, empirical research addressing social barriers remains underrepresented, accounting for less than 20% of the literature. Existing research identifies four key categories of social barriers—physical, institutional, informational, and psychological—and explores their relationship with stigma. Key future considerations include: (1) re-examining theoretical frameworks of developmental disorders and the social model; (2) conducting longitudinal empirical studies based on the development of intervention practices and comprehensive evidence accumulation of their outcomes; (3) implementing future-oriented inclusive campus models and social settings that integrate real and virtual environments and enhance digitally accessible learning.