This abstract presents a bibliometric analysis of inclusive education research for individuals with disabilities in five European countries: Turkey, Bulgaria, Ireland, Germany, and Italy. Drawing on publications indexed in the Web of Science and Scopus databases, the study investigates research productivity, thematic trends, co-authorship patterns, and institutional collaborations. Inclusive education is an evolving field shaped by global frameworks such as the United Nations Convention on the Rights of Persons with Disabilities and national policy contexts. Despite increasing attention, research outputs across countries differ significantly in volume, focus, and international visibility.

The study employs bibliometric indicators including publication counts, citation analysis, keyword trends, and collaborative authorship networks. Findings show that Ireland and Germany lead in terms of international collaboration and research impact, while Turkey and Bulgaria have demonstrated steady growth, often driven by national policy initiatives. Italy’s long-standing commitment to inclusive education is reflected in its strong focus on classroom practices and its active participation in European Union-funded research. Thematic analysis reveals a shift in research priorities over time, from integration and special education models to inclusive pedagogies, assistive technologies, and universal design for learning.

Institutional hubs such as Trinity College Dublin, University of Potsdam, University of Bologna, and Middle East Technical University emerge as central actors in the research landscape, contributing significantly to both national and international scholarship. Variations in funding sources—ranging from national governments to EU programs—influence the scope and direction of research in each country. Countries with more stable and diversified funding environments tend to support interdisciplinary and longitudinal studies, while others rely heavily on project-based, short-term initiatives.

Several research gaps are identified, including limited empirical classroom-based studies, underrepresentation of individuals with multiple disabilities, and a lack of focus on ethnic and linguistic minorities. These gaps highlight the need for more inclusive, data-driven, and context-sensitive research approaches. The study concludes that fostering cross-national collaboration, supporting early-career researchers, and promoting open-access dissemination are essential for advancing inclusive education research and practice.

By mapping the research landscape across these five countries, this study contributes to a broader understanding of how cultural, social, and policy contexts shape academic engagement with inclusive education. It offers valuable insights for policymakers, educators, and scholars seeking to strengthen international cooperation and build more equitable and inclusive education systems. The findings underscore the importance of sustained investment, collaborative networks, and evidence-based policy development to support individuals with disabilities and promote educational equity across Europe.

Keywords: Inclusive education, Disability, Bibliometric analysis, Comparative study, Turkey, Bulgaria, Ireland, Germany, Italy, Educational policies, Accessibility, Collaboration networks, Web of Science, Scopus.