Research Trends on Support for Children with Intellectual Disabilities in China (2004–2023)

¹ Department of Special Education, Woosuk University, Jeonju 55338, Republic of Korea; Department of Preschool and Special Education, Guiyang Preschool Education College, Guiyang 550000, Guizhou, China,

² Department of Special Education, Woosuk University, Jeonju 55338, Republic of Korea; College of Teacher Education, Shenyang Normal University, Shenyang 110034, Liaoning, China,

³ Department of Preschool and Special Education, Guiyang Preschool Education College, Guiyang 550000, Guizhou, China,

⁴ Department of Child Welfare and Early Childhood Education, Woosuk University, Jeonju 55338, Republic of Korea,

⁵ Department of Special Education, Woosuk University, Jeonju 55338, Republic of Korea,

JCER 2025 , 9(4), 45–52; https://doi.org/10.26689/jcer.v9i4.10245

Abstract

The education and quality of life of children with intellectual disabilities (ID) have received increasing attention in China due to the evolving diagnostic standards and educational policies. This study analyzes research trends on support for children with ID in China from 2004 to 2023. Using bibliometric analysis and keyword clustering methods, 384 research papers published in the China National Knowledge Infrastructure (CNKI) database were examined. The results are as follows. First, research on support for children with ID in China has gradually increased since 2004, with a significant surge observed after 2016. Second, keyword analysis identified key research themes, including “social support,” “inclusive education,” “special schools,” “group work,” and “case studies.” Third, the research frontier analysis revealed that studies on ID support in China have primarily developed in three key domains: social support systems, family and community support, and school-based support. This paper aims to serve as a foundational reference for future research and policy development.

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