Currently, inclusive education is defined as education for all students regardless of their difficulties or disabilities. Students should be educated together in an educational environment that ensures and facilitates individualized support for each of them, allowing for the maximization of their academic and social development. Inclusive education requires adaptation to the characteristics and needs of students in an environment that ensures and promotes their academic and social development. Through a bibliometric analysis, this study seeks to provide an adequate discussion of the existing research and considers the information published in the Web of Science between 1975 and 2022. The resulting scientometric analyses address the number of publications and citations, authors and main journals, institutions, countries, and the co-occurrence of keywords. One of the main conclusions of this work is the abundance of studies conducted on inclusive education, which is evident in both the number of published articles and citations of these studies. In terms of productivity and influence, the research by Umesh Sharma and Susanne Schwab stands out, as do the countries of England, the United States, and Spain in the analysis. Finally, the limitations of this work are those inherent to a bibliometric analysis and the data used.