We recognize that the early years of a child’s life constitute the most critical development period. However, many young children experience less-than-optimal situations and circumstances during their formative years. The United Nations (UN) Convention on the Rights of Persons with Disabilities (CRPD; United Nations General Assembly, 2006) is an important step in the direction of promoting inclusive education. It is advocated as a means to eliminate barriers, improve outcomes, and eradicate discrimination. Therefore, it is particularly necessary to include the specifics and multidimensional strengthening of inclusion in the education of children with SEN in the definition of its development. Previous attempts at providing inclusive education for children with SEN and numerous studies have been researched in different areas related to integrated education for children with SEN from different disciplinary backgrounds. It is now well established from various studies that the factors affecting the development of inclusive education for children with SEN are multi-dimensional and comprehensive. In terms of the different dimensions of development of children with SEN, most of the literature since 2000 has emphasized their cognitive development (e.g., abilities in memory, attention, and language; Baranek, 2002), social skills (focusing on their ability to interact with others; Kasari et al., 2011), emotional development (involving self-esteem and emotion regulation; King et al., 2003), educational needs (including individualized education plans and effective teaching strategies; Nilsen, 2017), family environment (e.g., family support and coping strategies; Kiami and Goodgold, 2017), physical health and rehabilitation (involving motor skills and medical needs; Coates and Vickerman, 2010), behavioral problems (e.g., assessing and managing behaviors such as attention deficit, ADHD, etc.; Jull, 2008), and the cultural and social context (focusing on the role of social biases and support systems; Warnock et al., 2010). Integrated research across different dimensions has profound implications for understanding the needs and developmental characteristics of children with exceptionalities and developing effective interventions and support strategies to promote their holistic development. Regarding the factors affecting the development of inclusive education for children with SEN, studies have highlighted factors that are associated with the family parenting environment, peer groups, socioeconomic status, family resilience, and policy support, specifically, parents’ educational philosophy, attitudes, emotional support, and practical involvement (Kasari et al., 1999; Palmer et al., 2001), school curricula, teacher training and resourcing (Denman, 2015; Drake and Reid, 2018), peer group social interactions (Weiss et al., 2003), and the construction of extensive social networks (Murphy, Carbone, and the Council on Children With Disabilities, 2008; King et al., 2003), as well as society’s cultural climate, policy systems, and public attitudes (Amado et al., 2013; Bigby, 2012), which influence the developmental processes of children with SEN in different ways. In addition, many published studies have focused on identifying and evaluating the impact of childhood development on the adjustment and integration of children with SEN into society in adulthood. Firstly, in the area of vocational development and employment, Van Der Veen et al. (2010) explored the current status of children with SEN in obtaining and retaining jobs and the challenges faced by them, as well as the effectiveness of vocational training and support services. Living independently is another key area, with research pointing to assessing their daily living skills and the role of community and family support (Myklebust and Ove Båtevik, 2005). According to Garrote et al. (2017), attention should be paid to social skills training for children with SEN, community participation opportunities and support networks, and other influences on the social adjustment of children with SEN. In the area of education and continuous learning, Shutaleva et al. (2023) suggest that the opportunities and challenges of higher education and lifelong learning programs should be explored. Notably, one study suggests that changes in family roles and the impacts of the family in supporting the independent living of children with SEN should be analyzed through the framework of family dynamics (Desforges and Abouchaar, 2003).

This study employs scientometric analysis to visualize and examine the literature on inclusive education of children with SEN from the past decade in the WoS database. By utilizing knowledge mapping, the aim of this article is not to present an exhaustive study but rather an attempt to generate an overview of progress toward the inclusion of children with SEN in the domain of special education, minimize the impact of researchers’ subjective experiences, and objectively identify research hotspots in this field. The aim is to improve the understanding of the current status and trends in the development of inclusive education while comprehensively analyzing its research focus and emerging issues.

Educators’ attitudes have a critical impact on the implementation of inclusive education. Norwich (1994) found that positive attitudes toward inclusion are essential for its success, with these attitudes being primarily influenced by child-related factors, such as the nature and severity of the disability (Avramidis and Norwich, 2002). In other words, teachers with inclusive attitudes are more willing to adapt teaching strategies and classroom management styles to meet the needs of children with SEN (Lautenbach and Heyder, 2019). In addition, teachers’ perceptions and understanding of disability can directly impact their teaching behaviors and interactions with children with SEN. According to Jordan et al. (1997), teachers with a “pathognomonic” perspective view disabilities as inherent characteristics of the individual, leading to more rigid instructional methods, while those with an “interventionist” perspective see student issues as arising from interactions with their environment and thus adopt more proactive, supportive, and flexible teaching approaches to foster student development. Zagona et al. (2017) further confirmed that when teachers believe disabilities can be mitigated with appropriate educational support, they are more likely to provide positive accommodations for students with SEN. Thus, educators’ beliefs about the nature of disability and their responsibilities significantly affect the effectiveness of inclusive education, thereby influencing overall instructional outcomes (Moberg et al., 2019).

Additionally, typical students’ attitudes toward children with SEN also affect the effectiveness of special children’s access to inclusive education. Positive peer relationships and acceptance contribute to the development of social skills and emotional support for children with SEN (Freer, 2021), and the support and friendship extended by typically developing peers to children with SEN can enhance the self-esteem and self-confidence of these children, subsequently mitigating their experiences of isolation and anxiety (Taheri et al., 2016).

Parents’ attitudes toward a school’s program, including implementing inclusive education, are important in promoting inclusion (Paseka and Schwab, 2019). The severity of the disability influences parents’ perceptions regarding inclusive education for their children. Research shows that parents of children with mild to moderate disabilities generally support and are satisfied with inclusive educational practices and find them beneficial for academic progress and social integration (Bennett et al., 1997; Orłowski and Wódkiewicz, 1990).

Previous research has highlighted the critical role of principals, in partnership with teaching staff, in promoting an inclusive school environment (Ainscow, 1999; Leo and Barton, 2006). Specifically, school leaders who advocate inclusive education are essential in providing teachers with the necessary training and resources to cultivate a supportive school culture (Cobb, 2014; DeMatthews et al., 2020; Óskarsdóttir et al., 2020; Urton et al., 2014).

Research has shown that individualized teaching approaches and interventions significantly improve children’s learning outcomes and self-confidence with SEN (Friend and Cook, 1992). The emphasis on collaborative teaching is grounded in the principle that students are optimally supported in environments that closely resemble those of their non-disabled peers (Vaughn et al., 2023), which stresses the necessity for cooperation between general education and special education teachers (Cook et al., 2017; Friend and Cook, 1992). Moreover, the field of special education is witnessing significant growth in research and applications related to Positive Behavioral Support (PBS), which is an applied science aimed at enhancing individuals’ quality of life and mitigating problem behaviors through educational strategies and systemic interventions, emphasizing the development of positive behaviors that foster success and satisfaction across academic, occupational, social, recreational, community, and familial environments (Carr et al., 2002). Additionally, it is well established from a variety of studies that early intervention and social skills training are essential for the early identification of diagnoses and the enhancement of social skills in children with SEN (AAMR (American Association of Mental Retardation), 2002; Reichow et al., 2014). Research and the implementation of pedagogy focused on multisensory concepts and technological tools in special education are very important because providing multisensory stimulation and using modern technological tools significantly improves the learning outcomes of children with SEN in integrated education (Swanson et al., 2013).

Studies concerning teacher training for inclusive education indicate that effective training encompasses developing teaching skills and integrating theory and practice, thereby enabling educators to tailor their responses to the diverse learning needs of children with SEN (Gidlund, 2018). Another study on interdisciplinary collaboration argues that it is closely related to professional development, where teachers collaborate with special education specialists and social workers to develop support plans to maximize students’ learning potential with SEN (Friend and Cook, 1992). According to Karten (2015), teachers obtain feedback from colleagues and experts during their professional development, allowing them to refine their teaching methods through reflective practice and ongoing assessment. This feedback and assessment mechanism helps to continuously improve the quality of teaching and personal competence to better meet the educational needs of children with SEN. In recent years, with the application of the latest research findings and technological advances in the field of special education, for example, virtual environments have exhibited considerable potential within the realm of special education. Initial studies demonstrate that learning in this way transfers to the real-life situation in which the skills are required (Standen et al., 2001). Interactive software fosters active engagement in learning and empowers the user by giving them a sense of control over the learning process (Mora et al., 2017). In addition, evidence-based teaching strategies to support the learning and development of children with SEN have become a significant focus of academic inquiry (Murawski and Swanson, 2001; Pratt et al., 2017). However, professional development involves individual growth and cultivating an entire school culture. Many recent studies (e.g., Gidlund, 2018; Molina Roldán et al., 2021; Wilson et al., 2018) have shown that establishing supportive and inclusive school environments can help children with SEN to integrate better into school life and achieve holistic development.

Research on the differentiated needs of children with SEN in inclusive education has centered around their different types of impairments. Odom (2014) suggest that students with intellectual disabilities need the support of an Individualized Education Plan in inclusive education with clear, specific, and achievable learning goals. In addition, the ‘small-steps approach’ (incremental learning) is widely used in teaching children with exceptionalities, whereby complex tasks are broken down into small, manageable steps and provide repetition and positive feedback (Standen et al., 2001). Furthermore, employing visual support, such as pictures and diagrams, constitutes a vital teaching strategy for differentiated instruction for children with intellectual disabilities (Armstrong et al., 2015). With respect to research on the needs of children with autism spectrum disorders, relevant studies have pointed out that structured teaching, clear routines, and classroom structures are crucial for these students (Mesibov, 2018). Social skills deficits are a prevalent characteristic of children with autism, prompting extensive research focused on enhancing these skills. According to Wolstencroft et al. (2018), social skills training improves social competence through methods such as role-playing and group activities. Regarding research on the behavior management skills of children with autism, Sugai and Horner (2014) suggested that PBS effectively guides and manages the behavior of children with SEN. Additionally, providing sensory-friendly environments and conditioning tools such as noise-canceling headphones and sensory toys are necessary intervention strategies (Case-Smith et al., 2015).

To date, the diverse needs of children with learning disabilities have emerged as a prominent area of focus within the domain of special education. Learning disability is a neurodevelopmental disorder impeding the ability to learn and use academic skills in reading, reading comprehension, spelling, writing, and math (American Psychiatric Association, 2022). However, an earlier study showed that the definition of learning disabilities (LD) emphasizes exclusions: LD cannot primarily result from mental retardation, emotional disturbances, cultural differences, or various disadvantages. Therefore, the concept of LD centers on the notion of a discrepancy between a child’s academic performance and their evident capacity to learn (Lyon and Moats, 1997). In the context of research on differentiated teaching strategies for children with learning disabilities, pedagogy based on the multisensory concept helps fully engage the multiple senses of a child with SEN, such as visual, auditory, and tactile senses, in teaching and learning activities (Alenizi, 2019). In addition, technological aids (e.g., reading software and speech recognition technologies), as well as the provision of extra time and specialized support tools (e.g., reading tutoring and writing software), are also key measures to promote effective learning and enhance the outcomes of children with SEN in inclusive education (Edyburn, 2013; Fletcher et al., 2018).

In the field of research on emotional and behavioral disorders, the term ‘emotionally disturbed’ refers to students whose educational outcomes are adversely affected by a particular type of inappropriate behavior (Wehby et al., 2003). Numerous studies have demonstrated the importance of self-regulation and emotion management skills, as well as the provision of safe and supportive learning environments, in better-controlling emotions and promoting the development of positive behaviors in children with SEN (Gueldner et al., 2020; Sugai and Horner, 2014). In addition, the availability of counseling and emotional support services is essential (Wehby et al., 2003). Regarding research on the differentiated needs of children with sensory and physical impairments, studies have shown that students with visual impairments need Braille textbooks, large print materials, and access to screen reading software and Braille displays (Kizilaslan et al., 2021). Environmental adjustments, including adequate lighting and an optimal classroom layout, are also important (McLinden and McCall, 2016). In addition, orientation and mobility training help students move freely and safely around the campus (Corn and Erin, 2010). With respect to research on the differentiated needs of students with hearing impairments, Mayer and Trezek (2015) reported that students with hearing impairments need to be supported effectively in their access to inclusive education with the help of hearing aids or cochlear implant devices, as well as sign language interpreting services in the classroom. Lip-reading training and incorporating visual information as a substitute for verbal communication, such as captions and written materials, also play an essential role (Moores, 2014). Data from several studies suggest that many children with autism have sensory and motor difficulties in the early developmental stages (Adrien et al., 1993; Guthrie et al., 2013; Simmons et al., 2009). However, these children have variable performance and significant differences in motor skills (Amato Jr and Slavin, 1998; DeMyer et al., 1972; Rinehart et al., 2001). In the early years of the foundation stage, the acquisition of motor skills is required to learn key competencies such as academic and social skills, and therefore, educational programs or related therapeutic services may need to address motor-related issues (Baranek, 2002). It is important to note that participation in social and physical activities significantly enhances the physical, emotional, and social well-being of children with and without disabilities (Kasari et al., 2011; Murphy et al., 2008), but these children often lack opportunities for participation, resulting in developmental limitations and social isolation (King et al., 2003; Rimmer et al., 2010; Sachsman, 2007). Individuals with developmental disabilities are often excluded from social activities, have limited social networks, and rely primarily on family members and staff (Amado et al., 2013; Bigby, 2012).

Research on the factors influencing the creation of inclusive education has focused on the physical, community, and social environments. Darling-Hammond et al. (2020) suggest that school buildings and classrooms should have accessibility features, such as ramps, lifts, spacious doorways, and accessible toilets, to ensure the free movement of physically challenged students. Corn and Erin (2010) state that adapted classrooms should be provided in inclusive teaching and learning environments and that classroom arrangements must accommodate the diverse learning needs of students with various special needs, including collaborative learning areas, quiet zones, and zones for sensory manipulation. Related studies have found that different forms of community organizations are likely to exhibit varying attitudes toward individuals with intellectual and developmental disabilities, which can influence the effectiveness of social inclusion efforts (Simplican et al., 2015). As a result, Mitchell (2008) pointed out that community resources and services, such as regular mental health services, vocational training, and extracurricular activities, should be strengthened to provide supportive services and create a positive inclusive community environment for students with SEN. To foster an inclusive social environment, schools should cultivate a culture that values diversity and encourages all students to embrace and support one another’s differences (Ronfeldt et al., 2015). Buddy programs and group activities promote interactions and friendships between typical students and students with SEN to help special education students integrate into the group (Wolstencroft et al., 2018).

Moreover, awareness-raising programs within the social environment are crucial in promoting understanding and empathy among students and reducing the stigma faced by students with SEN effectively (Aubé et al., 2021; Scior et al., 2020). For example, organizing workshops themed “Understanding Differences” encourages students to share their experiences, or hosting a “Friendship Day” event where students with and without disabilities participate in activities together to enhance mutual understanding and support.

Inclusive educational environments significantly enhance the academic achievement of students with SEN. Studies indicate that these students access the same high-quality education as their peers and engage with a more comprehensive curriculum in such settings. This exposure fosters their academic growth and promotes their overall performance (Kahu and Nelson, 2018). In addition, teachers in inclusive settings can provide individualized instructional support and assistive technology based on the specific needs of their exceptional learners, such as using pedagogy based on the principles of a multisensory approach and technology-enhanced devices to help them better understand and manage what they are learning (Edyburn, 2013; Smith et al., 2012). Yakut and Akgul (2023) suggested that students with SEN tend to exhibit higher self-esteem and self-efficacy in an inclusive environment. This occurs because they are recognized as integral class members, engage actively in school activities, and receive peer acceptance and support. As a result, this sense of belonging and acceptance enhances their confidence in their own abilities. Moreover, the social interactions and support within the inclusive education environment significantly enhance students’ self-efficacy with SEN. Through participation in cooperative learning and group activities, students with SEN can form friendships with their typically developing peers and acquire essential social skills, thereby fostering increased self-confidence and self-efficacy (Wolstencroft et al., 2018).

Sugai and Horner (2014) suggested that adopting PBS and a Behavioral Intervention Plan effectively reduced inappropriate behaviors of children with SEN. Furthermore, within an inclusive environment, exceptional children can observe and emulate the positive behavioral patterns of their typically developing peers, thereby establishing and reinforcing beneficial behavioral habits (Ronfeldt et al., 2015). There is a wealth of relevant research addressing the development of social skills in children with SEN. Social skills refer to socially accepted behaviors acquired through learning which help individuals engage with others in ways that promote positive responses and reduce negative responses (Elliott and Gresham, 1993). Developing social skills is among the most significant achievements of the education process. Many children who are not accepted by their peers and have trouble with social interactions are vulnerable to social–emotional issues and poor academic performance (Parker et al., 2015; Wolstencroft et al., 2018). Moreover, relevant studies on the quality of friendships of children with SEN show that integrated environments enable these children to establish lasting friendships and feel accepted and supported by their peers, which helps not only to improve their social skills but also to enhance their sense of belonging and self-esteem (Simplican et al., 2015).

Moreover, social skills training programs help children with SEN to develop and apply effective social strategies through role-playing, modeling, and practice, thereby improving the quality of social interactions, which further helps them to develop the necessary social skills and increase their self-confidence (Gueldner et al., 2020).

Mutative keywords refer to keywords that have a sudden increase in frequency within a certain period (Sun et al., 2023). Burst detection allows for the identification of evolving trends in research on inclusive education in the field of special education. This method enables the review and prediction of key issues that are likely to become prominent or have a continuous bursting trend in the future (Shen et al., 2022). Figure 6 shows the emergent keywords of research on integrated education for children with SEN, from which three characteristics can be summarized. First, an analysis of the keywords reveals that the highest centrality is social inclusion, followed by mental retardation, social skills, and programs, each exhibiting a centrality score of 3.5 or higher. Over the past decade, the research focus on inclusive education for children with SEN has shifted. In the early period (2014–2017), scholars primarily concentrated on issues such as intellectual disability, social skills, education policy, preparing teachers, sentiments, and general curriculum. However, in the middle to the late period (2018–2024), the emphasis transitioned toward meta-analysis, experiences, participation, challenges, social integration, physical education, interventions, teacher training, etc., to provide educational resources and support services. Third, all the keywords have a relatively short period of mutation, which also indicates that most of the keywords are prone to be replaced by new words over time, but in comparison, the keywords that have a slightly longer time of mutation are mental retardation, preparing teachers, meta-analysis, and challenges, which last for about 3 years.

This study applied visual mapping to analyze the current literature on the progression of inclusive education for children with SEN, highlighting key research areas and trends from the past decade. A familiar statement of the basis of the right for inclusion is the Salamanca Statement (UNESCO, 1994), which is an explicit statement concerning children’s rights that refers to education and level of learning rather than a mechanism (inclusion). Since then, the development and research of inclusive education for children with SEN has become a hot topic in the academic world, but the focus of research on the development of inclusive education for children with SEN varies in each country as a result of the differences between countries and circumstances of the researchers, as well as differences in the policy system. This study addressed the following topics in the discussion.

Firstly, research on the development of inclusive education for children with SEN has become increasingly comprehensive, addressing not only teaching methods and interventions for children with SEN, the differentiated needs of children with SEN across different disabilities, the development and achievement of students with SEN, and behavioral and social skills but also attitudes and concepts of education, teacher training, and professional development, as well as the key influencing factors of the inclusion environment.

Secondly, there is a diversified trend in the disciplines of research on the development of inclusive education for children with SEN. In addition to education and psychology, which have traditionally focused on inclusive education for these children, interdisciplinary fields such as medicine and sociology have also produced extensive literature on this topic. Numerous disciplines have explored the development of inclusive education for children with SEN from various perspectives and at multiple levels. Neuropsychology has recently become an important concept that supports the notion of inclusive education. It is a tool for understanding and addressing the specific needs of pupils with different neurodevelopmental, cognitive, and emotional disorders in certain areas. The refined diagnosis of specific learning disabilities such as dyslexia, dyscalculia, ADHD, autism, and others has implications for the development of Individual Education Plans (IEPs) that reflect the unique needs of each student, particularly in the areas of students’ cognitive skills such as memory, attention, executive functioning, and others.

Thirdly, in exploring the development of inclusive education for children with SEN, it is common to differentiate between children with different disabilities because of the greater heterogeneity among children with different types of disabilities in the field of special education (see, for example, Norwich, 1996). Parents of children with severe disabilities tend to support inclusive education, perceiving benefits such as enhanced social integration (De Boer et al., 2010; Downing and Peckham-Hardin, 2007; Hanline and Halvorsen, 1989). Nevertheless, they express concerns about safety, peer attitudes, and the quality of educational services (Hanline and Halvorsen, 1989; Palmer et al., 2001). It should be noted that apart from the topic of the development of inclusive education for children with autism spectrum disorder (ASD), the body of literature addressing the career and social adjustment of students with ASD in adulthood, cross-cultural comparative studies, long-term mental health and emotional development, and the effectiveness of technology and assistive devices is markedly limited.

Fourthly, regarding selecting topics for research on inclusive education for children with SEN, prior research often began its exploration with narrow and specific topics related to the development of these children. Notably, studies within the realm of psychology have predominantly employed quantitative methodologies, utilizing more precise and in-depth focal points. This approach has yielded findings that are notably more targeted and relevant.

Research on issues related to the development of integrated education for children with SEN has already formed a relatively advanced research system, including the understanding and analyzing relevant concepts, measurement and operationalization, identification of influencing mechanisms, intervention mechanisms and policies, etc. In future research endeavors, the following aspects can be explored.

In summary, CiteSpace, as a tool for visual analysis, is effective at illustrating the overall landscape of literature and research related to the development of inclusive education for children with SEN through map representations. This visualization facilitates a clearer understanding of the prevailing hotspots and trends within the entire research domain.

On the other hand, it is essential to recognize that CiteSpace has both analytical capabilities and limitations. Firstly, it mainly relies on the WoS database, and literature and citations not included in this database cannot be analyzed comprehensively, which may lead to a lack of representativeness and comprehensiveness of the results. Considering that the WoS database offers extensive coverage of literature in the natural sciences, engineering, and technology, CiteSpace may have a disciplinary bias when analyzing social sciences and humanities literature. At the same time, the database is updated with a certain time lag, so the latest research results may not be reflected promptly in the analysis results. It should be noted that when the visual mapping and analysis results are being interpreted, the subjective judgment of the researcher will affect the interpretation, which may lead to differences in the interpretation of the same results by different researchers. Thus, future research ought to endeavor to overcome the limitations of current tools by integrating multiple visualization and analysis techniques, thereby augmenting the study and obtaining more persuasive results.

It is important to highlight that, from the perspective of academic journals, there exists a variety of specialized publications dedicated to the development of children with SEN and their rights, such as the Journal of Special Education, Journal of Autism and Developmental Disorders, Exceptional Children, Research in Developmental Disabilities, Disability and Society, Journal of Intellectual Disability Research, etc., which has a significant impact on the field. In future initiatives, it is hoped that these specialized journals could function as platforms for advocacy regarding children with SEN.

Moreover, exploring modern outreach strategies, such as utilizing short video platforms to effectively disseminate knowledge about special education, is crucial. Developing a series of micro-lesson videos focused on inclusion could further enhance public awareness and foster greater acceptance of children with SEN. Additionally, promoting the fulfillment of special children’s potential at international events such as the Paralympics and Special Olympics could contribute further to this goal.