STEM education has been a driving force for innovation and economic growth; however, students with disabilities remain underrepresented in STEM pathways. This chapter offers a bibliometric and thematic review of global research published between 2015 and 2025, exploring inclusive practices in STEM education. The dataset, extracted from the Web of Science Core Collection, is analyzed using VOSviewer to visualize co-authorship networks, citation impact, and thematic clusters.

Three primary research foci emerge:
(1) accessibility-driven STEM curriculum design,
(2) assistive technologies and adaptive tools for STEM learning, and
(3) teacher preparedness and inclusive pedagogies in STEM classrooms.

Temporal analysis reveals a notable shift toward interdisciplinary approaches that integrate Universal Design for Learning (UDL) principles and digital assistive innovations. Comparative regional analysis indicates differing levels of implementation, with some countries leading in adaptive technology integration, while others focus more on policy reform and teacher training. Thematic synthesis highlights both progress and persistent barriers in ensuring equitable participation for students with disabilities in STEM fields. The study concludes with targeted recommendations for policy makers, curriculum designers, and educators to foster more inclusive STEM ecosystems worldwide.

Keywords: STEM education, inclusion, disabilities, bibliometric review, universal design for learning, assistive technology.