Abstract This study maps global trends, thematic concentrations and collaboration networks in Science, Technology, Engineering and Mathematics (STEM)‐based special education research by examining 458 publications published in the Web of Science database between 2010 and 2025 through bibliometric analysis. The results reveal that STEM education encompasses not only technical knowledge transfer for individuals with special needs, but also dimensions such as inclusion, equity and social justice. Keyword analysis shows that themes such as ‘inclusion’, ‘Universal Design for Learning (UDL)’ and ‘equity’ are central to the literature; however, the limited number of studies on individuals with visual and auditory disabilities indicates that systemic barriers remain. The USA leads in the number of publications, with notable contributions from Turkey, China, Germany and Australia. Collaboration networks emphasise the influence of physics education‐focused researchers and journals in the field and highlight the growing importance of interdisciplinary and international collaborations. The discussion highlights the critical role of UDL‐based curricula, teacher education and assistive technologies in increasing the accessibility of STEM education within the framework of the social model and inclusive pedagogy. The findings reveal the need to develop inclusive and disability‐specific pedagogical strategies in teacher education, curriculum design and policy‐making processes, and emphasise the importance of qualitative, long‐term and participatory research designs to close the gaps in the field. The results provide an important foundation to guide global education policies to support equal participation of individuals with special needs in STEM fields.
Filiz et al. (2025) studied this question.