79 https://www.escienceediting.org Copyright © 2021 Korean Council of Science Editors This is an open access article distributed under the terms of the Creative Commons Attribution License (https://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. pISSN 2288-8063 eISSN 2288-7474 Received: July 23, 2020 Accepted: October 25, 2020 Correspondence to Xiaoxiao Lin 104438@gzhu.edu.cn ORCID Jia-Fen Wu https://orcid.org/0000-0003-1097-221X Xiaoxiao Lin https://orcid.org/0000-0002-3624-3544 Original Article Sci Ed 2021;8(1):79-84 https://doi.org/10.6087/kcse.233 Bibliometric analysis of publications on inclusive education from the Web of Science Core Collection published from 1992 to 2020 Jia-Fen Wu 1 , Xiaoxiao Lin 2 1 Department of Early Childhood Education, School of Education, JingGangShan University, Ji’an; 2 Department of Special Education, School of Education, Guangzhou University, Guangzhou, China Abstract Purpose: This study analyzed the bibliometric characteristics of publications on inclusive education in the Social Science Citation Index and Science Citation Index Expanded in the Web of Science Core Collection from 1992 to 2020. Methods: Terms related to “inclusive education” and “inclusion of education” were used as keywords to search for journal articles on July 3, 2020. Results: There were 1,786 articles, representing 3,376 authors, in the 345 journals scanned. The United States, United Kingdom, and Australia were the three leading countries/regions in this field. In the top 12 countries, the top 15 institutions and the top 10 most-cited journals were iden- tified by either the number of publications or the number of total citations. Core themes from the 30 most highly-cited articles were teachers’ attitudes, teachers’ self-efficacy, and the effects of in- clusive education. Teachers included both pre-service and in-service teachers; students represent- ed those with and without special educational needs. Conclusion: The results indicate that the United States, United Kingdom, and Australia domi- nated inclusive education research, originating most of the highly-cited articles, having more pro- lific authors, and presenting the most-cited institutions. Furthermore, three emerging core themes from the 30 most highly-cited articles were teachers’ attitudes, teachers’ self-efficacy, and the effects of inclusive education. Frontline teachers are recommended to submit manuscripts about their teaching experiences to the most-cited journals, which have a large readership. To measure the effects of inclusive education, it is essential to formulate reliable, valid, and culture- free research instruments for future studies. Keywords Bibliometric analysis; Histcite Pro 2.0; Historiograph; Inclusive education; Total Local Citation