This article explores academic discourse on sports education for individuals with disabilities in Turkey, Bulgaria, Ireland, Germany, and Italy. Using bibliometric tools and analyzing data from Scopus and Web of Science, the study examines publication trends, keyword co-occurrences, citation networks, and institutional collaborations. It highlights how each country approaches adaptive sports education and integrates individuals with disabilities into physical education systems.

Inclusive sports education is gaining recognition in academic and policy contexts, influenced by frameworks such as the UN Convention on the Rights of Persons with Disabilities and the Sustainable Development Goals. Despite these commitments, national research engagement varies. This study identifies cross-country differences in research focus, funding structures, and institutional involvement.

The methodology involves bibliometric analysis of publications from 2000 to 2024. Tools like VOSviewer and Biblioshiny are used to map key trends and collaboration patterns. Turkey has seen growth in research output, mostly centered on accessibility and teacher perspectives. Bulgaria presents a smaller research base with focus on structural barriers. Ireland's research is well-funded and internationally connected, often emphasizing inclusive pedagogy and community sports. Germany demonstrates regional differences in output, with studies addressing adaptive interventions and the roles of educators. Italian research highlights school practices, support services, and family engagement.

Funding models influence national outputs. Turkey and Bulgaria rely on government support, while Ireland, Germany, and Italy benefit from EU and domestic funding. International cooperation is strongest in Ireland and Germany. Institutions like Trinity College Dublin, University of Potsdam, University of Bologna, and Hacettepe University play leading roles.

Academic-industry collaborations are well-developed in Germany and Ireland, with tangible results like training programs and inclusive facilities. Such collaborations are emerging in Turkey and Bulgaria, while Italy’s efforts include regional pilot projects. However, there are gaps: limited longitudinal studies, lack of intersectional perspectives, and underrepresentation of disabled voices in research.

Recommendations include expanding international partnerships, increasing inclusive research funding, promoting interdisciplinary methods, and translating findings into practical tools. This study offers insights to improve inclusive sports education and inform policy, aiming to enhance participation and well-being for individuals with disabilities.

Keywords: Sports education, Disability, Adaptive sports, Inclusive physical education, Comparative study, Turkey, Bulgaria, Ireland, Germany, Italy, Policy frameworks, Bibliometric analysis, Research trends, Web of Science, Scopus.