University of Tehran Press Interdisciplinary Journal of Management Studies 2981-0795 19 2 2026 02 20 Technology-Based Education for Students with Disabilities: A Bibliometric Analysis 247 266 103889 10.22059/ijms.2025.372689.676556 EN Mahsa Larijani Department of Social Sciences, Faculty of Social Sciences and Economics, Alzahra University, Tehran, Iran Muhammad Shoaib Department of Sociology, University of Gujrat, Gujrat, Pakistan Maliheh Abedi Department of Sociology, Payame Noor University (PNU), Tehran, Iran Journal Article 2024 03 10 This study aims to analyze the impact and significance of articles addressing technology-based education for students with disabilities by analyzing publications from 1964 to 2024 in Scopus. Using quantitative and qualitative methods, the study maps collaborations, key topics, and influential works via VOS viewer. Findings revealed the United States as the leading hub for international research collaboration. Quantitative analysis was conducted to highlight authorship, country contributions, and keyword trends, while qualitative reviews of 41 highly cited articles identified prevalent themes: the domination of review methodologies and key impacts, including ICT-assisted learning, assistive technologies, and virtual training, to enhance literacy, independence, and quality of life. It is important to mention here that top studies recommend technological, financial, and emotional support for effective implementation. The study provides a comprehensive overview of the field, guiding future research toward addressing gaps in technology-enabled education for disabled learners. Technology-based Education Assistive Technology virtual environment Disabled student ICT-based Education https://ijms.ut.ac.ir/article_103889_49f06035c04e8b9c9ca46c0643979623.pdf