This article reviews a decade of research on inclusive education for children with special educational needs (SEN), showing that most studies centre on education, psychology and child development. It argues that future research must expand to fields such as sociology, medicine, rehabilitation, public policy, law, neuroscience and family studies. 

Priority areas include assessing learning outcomes, social‑emotional development, family engagement, policy impact and teacher training. The authors call for more multidimensional, comparative and cross‑national studies, stronger use of mixed methods and deeper interdisciplinary collaboration to strengthen the evidence base for inclusive education. Using the visual analysis tool CiteSpace, the study maps key themes, hotspots and emerging trends across the research landscape.