Abstract

As inclusive education systems mature globally, emerging research priorities reflect growing recognition of complexity, context-specificity, and equity imperatives shaping the field. This chapter synthesizes evolving research directions across multiple dimensions: implementation science examining mechanisms enabling successful inclusive practice adoption in diverse contexts; mixed-methods research bridging persistent research-practice gaps through integrated qualitative-quantitative approaches; longitudinal studies tracking student outcomes, transitions, and long-term effects across educational trajectories; intersectionality-focused research examining how neurodiversity intersects with race, gender, socioeconomic status, and sexuality to shape distinct marginalization experiences; and equity-centered research prioritizing disabled people’s leadership and voice in research design and dissemination. Critical research gaps persist regarding students with intellectual disabilities, sensory disabilities, and physical disabilities, who remain underrepresented in intervention research, with only 18% of studies addressing these populations compared to 50% focusing on specific learning disabilities. Emerging trends emphasize neurodiversity paradigms shifting from deficit-oriented to strengths-based frameworks, early identification and intervention research addressing barriers in diagnosis and support access, and technology integration examining digital accessibility and assistive technology effectiveness in inclusive settings. This chapter examines twelve priority research domains, identifies methodological advances needed, proposes a disability data equity research agenda, and articulates emerging frameworks including transformative mixed-methods research centering social justice imperatives. Future inclusive education research must prioritize implementation mechanisms, rigorous mixed-methods designs, longitudinal outcome tracking, intersectional approaches, disabled researcher leadership, and deliberate translation of findings into policy and practice benefiting all learners.