A Bibliometric Analysis of Research Trends and Themes in Inclusive Education of China

Inclusive education (IE), an essential component of educational equity, has emerged as a prominent research area in China’s special education field since its introduction in the 1990s. Despite the growing body of literature, systematic reviews remain limited. Using CiteSpace bibliometric software, this study analysed publications from the China National Knowledge Infrastructure (CNKI) and Web of Science (WoS) core databases to map the development of inclusive education research in China. The analysis was structured around key stages in national special education policy. Findings show a steady increase in publication volume over time, and research trends are closely linked to policy developments. The evolution of research themes follows three phases: ‘inclusion without full integration’ (pre-2002), ‘equal emphasis on both access and quality’ (2003–2011), and ‘appropriate education tailored to individual differences’ (2012–2025). These shifts reflect China’s efforts to advance inclusive education through the Learning in Regular Class (LRC) model. More recently, research has moved from broad, macro-level discussions to practical, micro-level concerns such as teacher attitudes, institutional support, and localised implementation. This review offered a comprehensive overview of the field, highlighting key themes, trends, and gaps to inform future policy, research, and practice towards a more inclusive educational environment in China.