HRMARS - Collaboration and consultation are frequently described as essential features of special and inclusive education, yet their development within learning disability education has not been mapped in a sufficiently focused way. Students with learning disabilities often require coordinated support that cuts across classroom instruction, specialist assessment, family involvement, assistive technology and psychosocial guidance. This study therefore examined the global research landscape of collaboration and consultation in learning disability education through a Scopus-based bibliometric and science mapping analysis. Data was retrieved from Scopus on 9 May 2026 using a search strategy that combined terms for learning disabilities, education, collaboration and consultation. After screening by year, document type, language and subject area, 469 articles and reviews published between 2010 and 2026 were retained. Performance analysis was used to examine publication growth, productive sources, highly cited documents, authors and country contributions, while VOSviewer was used to visualize author density, country collaboration and keyword co-occurrence. The findings show a clear increase in publication activity after 2022, with the United States and United Kingdom functioning as the main knowledge hubs. The keyword structure is organized around learning disabilities, dyslexia, special education, inclusive education, collaboration, co-teaching, professional development, consultation, neurodiversity and technology-supported learning. A notable finding is that collaboration is more visible than consultation, suggesting that consultation remains underdeveloped as a distinct research construct. The study contributes a structured evidence base for future work on multidisciplinary, culturally responsive and outcome-oriented support for learners with learning disabilities.
Gumbalai et al. (2026) studied this question.