Charting the Future of Inclusive Autism Support: A Global Bibliometric Study on Educational and Transitional Issues
Keywords:
Autism Spectrum Disorder; Bibliometric Analysis; Inclusive Education; Transition; Global Research TrendsAbstract
This study examines global research trends on transitional issues in autism spectrum disorder (ASD) between 2019 and 2024, with emphasis on educational contexts and inclusive practices. Using 243 Scopus-indexed articles, the analysis applied bibliometric techniques to identify key themes, influential works, and collaboration networks. Methods included mapping co-authorship, analyzing frequently used keywords, and assessing citation patterns to explore the intellectual structure and thematic evolution of the field. Findings show that research output is concentrated in Western countries—particularly the United States, United Kingdom, Canada, and Australia—while contributions from regions such as China and other parts of Asia are increasing. Dominant research themes focus on postsecondary education, employment, independent living, and transition planning, underscoring the central role of education in preparing autistic individuals for adulthood. Emerging topics, including inclusive education, neurodiversity, student voice, and self-determination, indicate a shift toward strengths-based, person-centered, and interdisciplinary approaches. These trends highlight a growing commitment to educational systems that address diverse learning needs, promote autonomy, and enhance well-being. However, there remains a need for broader cross-cultural collaboration, inclusion of underrepresented regions, and more targeted strategies to support transitions across different life stages. This study offers a comprehensive overview of the evolving discourse, providing evidence to guide educators, researchers, and policymakers in strengthening inclusive and culturally responsive transition frameworks. By illuminating current patterns and future directions, the findings can inform policies and practices that promote equitable opportunities and lifelong participation for autistic individuals.
https://doi.org/10.26803/ijlter.24.9.15
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