Frontier in Special Needs Education and Climate Change: A Thematic Review

Frontier in Special Needs Education and Climate Change: A Thematic Review | Research Square window.SnipcartSettings = { analytics: { enabled: false } }; (function() { var accessVector = localStorage.getItem('access_vector') || ''; window.dataLayer = window.dataLayer || []; if (accessVector) { window.dataLayer.push({ user: { profile: { profileInfo: { snid: accessVector } } } }); } })(); (function(w,d,s,l,i){w[l]=w[l]||[];w[l].push({'gtm.start':new Date().getTime(),event:'gtm.js'});var f=d.getElementsByTagName(s)[0],j=d.createElement(s),dl=l!='dataLayer'?'&l='+l:'';j.async=true;j.src='https://www.googletagmanager.com/gtm.js?id='+i+dl;f.parentNode.insertBefore(j,f);})(window,document,'script','dataLayer','GTM-K279D39R'); Browse Preprints In Review Journals COVID-19 Preprints AJE Video Bytes Research Tools Research Promotion AJE Professional Editing AJE Rubriq About Preprint Platform In Review Editorial Policies Our Team Advisory Board Help Center Sign In Submit a Preprint Cite Share Download PDF Short Report Frontier in Special Needs Education and Climate Change: A Thematic Review Mohd Zuri Ghani, Mohamad Nizam Adhaa Kamarudin, Muhamad Fitri Radzuan, and 4 more This is a preprint; it has not been peer reviewed by a journal. https://doi.org/ 10.21203/rs.3.rs-5933042/v1 This work is licensed under a CC BY 4.0 License Status: Under Review Version 1 posted 8 You are reading this latest preprint version Abstract The intersection of special needs education and climate change posed (poses) significant challenges, particularly in regions highly vulnerable to environmental disruptions. This thematic review employed (employs) the PRISMA method to conduct a systematic literature review of 71 peer-reviewed articles, examining the multifaceted impacts of climate change on educational systems for students with disabilities. The study focused (focuses) on key areas, including infrastructure resilience, student support mechanisms, and policy adaptation. Findings revealed (reveal) critical barriers faced by special needs students, such as disruptions to routines, accessibility challenges, and reduced access to essential therapeutic services during climate-related disasters. The review also highlighted (highlights) adaptive strategies, including the integration of disaster-resilient educational frameworks and leveraging technology for inclusive learning environments. These findings underscored (underscore) the urgency of innovative policies and global collaboration to enhance the resilience and inclusivity of special needs education systems. This study aimed (aims) to provide educators, policymakers, and stakeholders with insights to develop equitable solutions for supporting vulnerable populations amid escalating environmental uncertainties. special needs education climate change resilience inclusive education policy adaptation educational continuity Figures Figure 1 Figure 2 Figure 3 1.0 Introduction The intersection of special needs education and climate change presents an increasingly critical challenge in today's educational landscape. A stark illustration of this emerged through the catastrophic Los Angeles wildfire of 2025, which devastated nine major educational institutions and disrupted the education of over 600,000 students (North, 2025 ). This unprecedented disaster particularly affected students with disabilities, who rely heavily on structured routines, specialized services, and consistent support systems. Beyond immediate academic implications, the disruption severely impacted these students' emotional well-being, social development, and psychological stability, highlighting the vulnerability of special needs education systems to environmental disasters. The ripple effects of this crisis have illuminated a broader global concern: the urgent need for resilient and adaptive educational frameworks that can withstand environmental challenges while maintaining consistent support for students with special needs (Prendergast et al., 2021 ; Tauzer et al., 2019 ; Yadav & Lal, 2018 ). This necessity becomes particularly critical in Southeast Asian nations, where educational systems face unique vulnerabilities. Countries like Malaysia, the Philippines, Thailand, and Indonesia stand at a crucial intersection of educational development and climate vulnerability (Kivlighan et al., 2024 ; Thatcher & Yeow, 2016 ). Their geographical positioning in climate-sensitive regions, combined with densely populated coastal areas, makes them especially susceptible to various climate change impacts - from rising sea levels and flooding to extreme weather events that can severely disrupt educational continuity. These challenges are further complicated by existing infrastructural limitations (Makondo & Thomas, 2024 ; Tauzer et al., 2019 ) and systemic constraints (Gould, 2018 ) within these nations' special needs education systems. The combination of environmental vulnerability and educational infrastructure gaps creates a complex challenge that requires innovative solutions and comprehensive policy reforms. This situation presents both an urgent challenge and an opportunity to develop more resilient and inclusive educational frameworks that can protect and support special needs students in an era of increasing environmental uncertainty. 1.1 Impact of climate towards special needs children The impact of climate change on special needs students encompasses multiple interconnected challenges that significantly affect their educational experience (Kim & Park, 2024 ; Yadav & Lal, 2018 ) and overall well-being (Bäckström et al., 2024 ; Davies et al., 2021 ). Students with sensory sensitivities often find themselves overwhelmed by extreme weather conditions, which can severely impair their ability to focus and participate in learning activities. This is particularly pronounced for students with autism and other developmentaldisorders, who rely heavily on established routines that can be disrupted by natural disasters and climate-related school closures. The health implications are equally concerning, as students with compromised immune systems or respiratory conditions face heightened risks from deteriorating air quality and extreme temperatures (Andreae et al., 2024 ; Bäckström et al., 2024 ; Bansal et al., 2023 ; Boon et al., 2011 ). Physical accessibility becomes increasingly challenging during extreme weather events, creating additional barriers for students with mobility limitations in accessing educational facilities and support services. The psychological and social dimensions of these impacts are profound (Bansal et al., 2023 ; Boon et al., 2011 ). Climate-related disruptions can trigger significant anxiety and behavioral challenges in students who already struggle with emotional regulation (Davies et al., 2021 ). Communication becomes particularly challenging during emergency situations, especially for students dependent on assistive technologies. The disruption extends to critical medical care, as access to necessary medications and supplies can be compromised during evacuations or facility closures. Perhaps most significantly, environmental disasters can sever students from their established support networks, including specialized educators, therapists, and peer groups who play crucial roles in their development. The educational continuity challenges are equally significant. Remote learning alternatives, while necessary during climate events, often fail to adequately accommodate the specific learning requirements and accommodations needed by special needs students (Gould, 2018 ; Styrov & Tikhomirova, 2017 ). Access to specialized equipment and learning materials can be limited due to climate-related infrastructure damage. Transportation becomes increasingly complex, particularly for students requiring specialized vehicles or assistance. Furthermore, the interruption of essential therapeutic services, including physical, occupational, and speech therapy, can have long-lasting effects on student development and progress. These challenges collectively create a complex web of barriers that require innovative solutions and comprehensive support systems to ensure the continued educational success of special needs students in an era of climate uncertainty. 2.0 Methodology The literature search methodology employs a comprehensive and systematic approach utilizing Web of Science as our primary database platform. Our initial phase involves an extensive exploration of literature bodies specifically related to climate change impacts and special needs education, allowing us to develop and refine essential concepts, terminology, and theoretical frameworks that bridge these two critical domains. To ensure methodological rigor and originality, we subsequently conduct an in-depth search for issue classification through established systematic review databases, particularly Cochrane and its affiliated platforms such as PROSPERO. This crucial step in accessing systematic review registration databases serves a dual purpose: it helps prevent unnecessary duplication of existing research efforts while also providing valuable insights into current methodological approaches and knowledge gaps in the field. Following this preliminary phase, our complete search strategy ismeticulously developed by incorporating keyword synonyms derived from standardized Medical Subject Headings (MeSH) definitions, alongside carefully selected terms identified through comprehensive analysis of previous review papers addressing similar research domains. To ensure maximum methodological rigor and transparency, this study adheres strictly to the internationally recognized Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines, which provide a structured framework for conducting and reporting systematic reviews. Our research specifically focuseson detailed Web of Science database searches, examining the complex and multifaceted intersection between climate change impacts and educational provisions for children with special needs, with particular attention to emerging trends, challenges, and adaptive strategies. The comprehensive review methodology encompasses several key components: 2.1 Database Selection The Web of Science database has been strategically chosen as our primary research platform due to its comprehensive coverage of both educational research literature and environmental science publications, ensuring a thorough examination of interdisciplinary perspectives. 2.2 Inclusion Criteria A series of searches using the Table 1 search strategy was conducted to gather a number of peer-reviewed articles published within the past decade (from 1995 to 2024), specifically focusing on the multifaceted intersection of climate change impacts and special education delivery systems, with particular attention to empirical studies and systematic reviews. 2.3 Exclusion Criteria The research excludes search results that do not conform to the requirements. This research excludes criteria such as non-English articles, review articles, and articles that were published in 2025. This is due to the fact that non-English articles cannotbe read by the reviewer team, and the selection of review articles would be be redundant with the aims of this study. Next, articles from 2025 were excluded since this research aims to uncover the research trends over time. 2.4 Quality Assessment All included studies undergo rigorous evaluation using the comprehensive Mixed Methods Appraisal Tool (MMAT), ensuring methodological rigor and research validity across various study designs and approaches. 2.5 Data Extraction Framework This study implements a systematic and comprehensive framework designed to capture essential variables, including detailed study design characteristics, specific population demographics, various intervention typologies, and both quantitative and qualitative outcome measurements. 2.6 Geographical Scope An inclusive analysis of studies from geographically diverse regions is conducted to develop a comprehensive understanding of climate change impacts across different climatic zones, socio-economic contexts, and educational system structures. However, in this study, we focus on worldwide search without geographical constraints. 2.7 Risk of Bias Assessment A comprehensive evaluation of potential methodological biases, reporting inconsistencies, and conclusion validity is conducted using established assessment tools and frameworks for systematic review quality assurance. Table 1 Keywords search strategy using PRISMA PICO approach Item Main Keywords Synonyms Search Strategy Population Special needs children Special needs children Students with disabilities Children with physical, cognitive, sensory, or emotional disabilities Vulnerable students in education ("special needs children" OR "students with disabilities" OR "children with special needs") Intervention Climate change Climate change Climate-induced challenges Adaptation strategies Environmental stressors Disaster resilience in education ("climate change" OR "global warming" OR "environmental disasters") Comparison Inclusivity General student populations Education systems not tailored to special needs Pre- and post-climate event scenarios Conventional vs. inclusive policies ("educational outcomes" OR "academic performance" OR "resilience" OR "policy impact") Opportunity Educational continuity Resilience and adaptation Policy impacts on inclusivity Accessibility of resources Psychosocial well-being Academic performance The PRISMA flow diagram provides a systematic overview of how studies were identified, screened, and included in this systematic review of climate change's impact on special education for children. After a rigorous quality assessment process, our systematic review identified and included a total of 71 studies that met all eligibility criteria. These carefully selected studies represent comprehensive research specifically examining the complex relationship between climate change impacts and special education for children. The included studies encompass various methodological approaches, geographical contexts, and temporal frameworks, providing a robust foundation for understanding this critical intersection. Each of these studies contributes valuable insights into how climate-related challenges affect educational delivery and support systems for children with special needs. 3.0 Results and Discussions This section presents the key findings from our systematic review, organized into three main thematic areas: (1) Educational Infrastructure and Resilience, (2) Student Support Systems and Adaptation, and (3) Policy Integration and Implementation. These themes emerged from our comprehensive analysis of 127 peer-reviewed articles that met our inclusion criteria. The findings reveal significant patterns in how climate change impacts intersect with special needs education systems, particularly in vulnerable regions. 3.1 Journal Publications Trend over the years. Analysis of publication trends in Fig. 1 from our Web of Science search reveals a compelling evolution in research focusing on climate change and special needs education. The data demonstrate three distinct phases of development. From 1990 to 2010, publications were minimal and irregular, indicating the nascent stage of this interdisciplinary field. The period between 2011 and 2020 marked a significant turning point, with publication rates steadily climbing following the landmark Paris Agreement (2015) and the establishment of SDG 4 on Quality Education. This growth reflected an increasing recognition of the interconnectedness between climate resilience and inclusive education. 3.2 Country Trends in Research Publications The most striking development occurred from 2021 to 2025, characterized by an exponential surge in research output. This dramatic increase can be attributed to several factors: heightened awareness of climate change's disproportionate impact on vulnerable populations, particularly special needs students; substantial increases in funding allocation for inclusive education initiatives; the emergence of sophisticated interdisciplinary frameworks connecting climate change, education, and equity; and significant improvements in research database capabilities (Cherry, 2011 ; Croll & Moses, 2000 ). The observed trend not only reflects the growing academic interest in this intersection but also highlights the increasing urgency of addressing climate change impacts on special needs education systems globally. The global distribution of publications is shown in Fig. 3 and Table 2 marked disparities in research output across regions. The United States leads with 23 publications (32.394% of total output), demonstrating strong commitment to studying climate change impacts on special education and developing adaptive strategies. Among leading contributors, England follows with 12 publications (16.901%), while Australia and South Africa each contribute 8 publications (11.268%). These nations have established strong frameworks and policies for inclusive education. Germany and Sweden also contribute significantly with 6 publications each, reflecting their emphasis on inclusive education policies and climate adaptation strategies. Table 2 Record count for publication based on countries Countries/Regions Record Count % of N = 71 USA 23 32.394 England 12 16.901 Australia 8 11.268 South Africa 8 11.268 Germany 6 8.451 Sweden 6 8.451 Canada 5 7.042 Egypt 4 5.634 Finland 3 4.225 India 3 4.225 Spain 3 4.225 Brazil 2 2.817 Denmark 2 2.817 Ireland 2 2.817 Israel 2 2.817 Italy 2 2.817 Japan 2 2.817 Malaysia 2 2.817 Netherlands 2 2.817 New Zealand 2 2.817 Peoples Republic Of China 2 2.817 Taiwan 2 2.817 Belgium 1 1.408 Democratic Republic Of Congo 1 1.408 Ecuador 1 1.408 Fiji 1 1.408 France 1 1.408 Ghana 1 1.408 Indonesia 1 1.408 Latvia 1 1.408 Marshall Island 1 1.408 Micronesia 1 1.408 Norway 1 1.408 Palau 1 1.408 Philippines 1 1.408 Russia 1 1.408 Scotland 1 1.408 South Korea 1 1.408 Thailand 1 1.408 Uruguay 1 1.408 Wales 1 1.408 Zambia 1 1.408 In the moderate category, Canada (5 publications) and Egypt (4 publications) show growing research activity in understanding climate change impacts on vulnerable populations. Countries with 2–3 publications—India, Spain, Brazil, Malaysia, and Japan—show emerging interest but face challenges in funding (Deng et al., 2024 ; Gould, 2018 ; Kilmer & Cook, 2012 ), institutional focus (Bäckström et al., 2024 ; Einav et al., 2012 ; Grant, 2007 ), or policy implementation (Bansal et al., 2023 ). Belgium, Indonesia, Russia, and Zambia have each contributed one publication, indicating limited engagement with the topic, likely due to resource constraints and competing priorities. Low- and middle-income countries allocate less than 0.5% of their GDP to research and development (R&D), as reported by the (Bank, 2025 ), while sub-Saharan African nations collectively account for under 1% of global R&D spending, according to (UNESCO, 2025 ). Inadequate infrastructure, including limited access to satellite data and climate modeling tools, hinders research efforts in developing nations, as highlighted by the International Science Council (Council, 2025 ). Brain drain compounds these challenges, with skilled researchers often migrating to wealthier countries, as noted by Docquier and Rapoport ( 2012 ) (Docquier & Rapoport, 2012 ). Immediate socio-economic issues like poverty and healthcare take precedence over climate research in many low-income nations, according to the Intergovernmental Panel on Climate Change (IPCC, 2019 ). For example, Indonesia's National Medium-Term Development Plan (RPJMN, 2020–2024) prioritizes economic growth over environmental studies, while Russia's State Program for Science and Technology Development (2021–2030) focuses on defense and energy, leaving climate research underfunded. Global disparities in research funding are stark—only 3% of climate research funds target Africa, despite its vulnerability (Indonesian Ministry of National Development, 2025 ; Reperant, 2009 ; Science, 2025 ). Malaysia's contribution of 2 publications (2.817% of total output) places it among emerging contributors alongside Japan, Denmark, and New Zealand. This aligns with Malaysia's objectives of addressing climate change and promoting inclusive education in its policies (Thatcher & Yeow, 2016 ). Given Malaysia's geographical challenges—including rising sea levels and monsoon-related flooding—and its distinct socio-economic context, there is considerable potential for expanded research. Collaboration with leading nations like the USA, England, and Australia could accelerate progress in this field. 3.3 Prominent Authors and Articles Table 3 Top 10 author in the research field Authors Record Count Percentage (%) of 71 authors Ashaat EA 2 2.817 Badawy HY 2 2.817 El-saied MM 2 2.817 Elghareeb NA 2 2.817 Elsaied A 2 2.817 Helmy MA 2 2.817 Metwally AM 2 2.817 Saloviita T 2 2.817 Abd Al-daim S 1 1.408 Abdallah AM 1 1.408 Analysis of prominent authors reveals several key contributors who have shaped the discourse on climate change and special needs education. According to Table 3 , the top 10 researchers including Ashaat EA, Badawy HY, and El-saied MM each published two papers (2.817% of the total output), showing sustained engagement with this emerging field. Their research focuses on adaptive educational strategies and the unique challenges facing special needs students in climate-vulnerable regions. Researcher Saloviita T has also made valuable contributions to understanding how inclusive education policies intersect with environmental resilience. The field's collaborative nature is evident in the diverse geographical representation of authors across continents and institutions. This international cooperation has helped develop comprehensive frameworks that address both regional specifics and universal challenges in climate-adaptive special education. The authorship profile reveals diverse methodological approaches and theoretical frameworks. While quantitative studies predominate, researchers increasingly adopt mixed-method approaches that combine statistical data with qualitative insights from educators, administrators, and special needs students. This methodological diversity enhances our understanding of climate change's impact on special education systems and helps inform more effective adaptation strategies. Table 4 Top 10 research articles in the research domain. Authors Article Title Source Title Keywords Plus Cited Yadav, SS; Lal, R Vulnerability of women to climate change in arid and semi-arid regions: The case of India and South Asia (Yadav & Lal, 2018 ) Journal of Arid Environments Gender; Impacts; Adaptation; Empowerment; Children; Health; Gap 172 Grant, JH Advances and Challenges in Strategic Management (Grant, 2007 ) International Journal of Business Natural-Environment; Business; Performance; Knowledge; Industry; Green; Model; Determinants; Multilevel; Decisions 151 Foshag, K; Rupp, S; Burst, P; Betsch, M; Fürle, J; Ludwig, C; Fallmann, J; Lautenbach, S; Zipf, A; Aeschbach, N How To Assess the Needs of Vulnerable Population Groups Towards Heat-Sensitive Routing? An Evidence-Based and Practical Approach to Reducing Urban Heat Stress (Foshag et al., 2024 ) ERDKUNDE Climate-Change; Health; Adaptation; Photovoice; Microclimate; Capacity; Cities; Risk 127 Haddad, S; Synnefa, A; Marcos, MAP; Paolini, R; Delrue, S; Prasad, D; Santamouris, M On the potential of demand-controlled ventilation system to enhance indoor air quality and thermal condition in Australian school classrooms (Haddad et al., 2021 ) Energy And Buildings Carbon-Dioxide Concentration; Particle Number Concentrations; Environmental-Quality; Co2 Concentrations; Comfort; Rates; Performance; Energy; Association; Temperature 119 Prendergast, K; Hayward, B; Aoyagi, M; Burningham, K; Hasan, MM; Jackson, T; Jha, V; Kuroki, L; Loukianov, A; Mattar, H; Schudel, I; Venn, S; Yoshida, A Youth Attitudes and Participation in Climate Protest: An International Cities Comparison Frontiers in Political Science Special Issue: Youth Activism in Environmental Politics (Prendergast et al., 2021 ) Frontiers In Political Science Young-People; Justice Activism; Life; Adaptation; Citizenship; Engagement; Expansion; Knowledge; Values 115 Dubé, L; Webb, P; Arora, NK; Pingali, P Agriculture, health, and wealth convergence: bridging traditional food systems and modern agribusiness solutions (Dubé et al., 2014 ) Paths Of Convergence for Agriculture, Health, and Wealth Child Undernutrition; Developing-Countries; Climate-Change; Poverty Traps; Nutrition; Obesity; Transformation; Revolution; Drivers; Growth 110 Makondo, CC; Thomas, DSG Multidimensional poverty and vulnerability assessment in the face of climate change adaptation in developing economies: focus on ecosystem-based livelihoods in Zambia (Makondo & Thomas, 2024 ) Environment Development and Sustainability Sub-Saharan Africa; Social Vulnerability; Environmental-Change; Migration; Policy; Resilience; Impacts; Communities; Challenges; Strategies 109 Metwally, AM; Helmy, MA; El-Din, EMS; Saleh, RM; Raouf, ERA; Abdallah, AM; Khadr, Z; Elsaied, A; El-Saied, MM; Bassiouni, RI; Nagi, DA; Shehata, MA; El-Alameey, IR; El-Hariri, HM; Salama, SI; Rabah, TM; Abdel-Latif, GA; El Etreby, LA; Elmosalami, DM; Sami, SM; Eltahlawy, E; Ibrahim, NA; Elghareeb, NA; Badawy, HY; Dewdar, EM; Ashaat, EA National screening for Egyptian children aged 1 year up to 12 years at high risk of Autism and its determinants: a step for determining what ASD surveillance needs (Metwally et al., 2023 ) BMC Psychiatry Spectrum Disorders; Rating-Scale; Parental Age; M-Chat; Prevalence; Diagnosis; Gender; Health; Denver; Definition 103 Van Graan, AE; Bopape, M; Phooko, D; Bourne, L; Wright, HH Drink lots of clean, safe water: a food-based dietary guideline for South Africa (Graan & Bourne, 2013 ) South African Journal of Clinical Nutrition High Fluoride Water; Dental Fluorosis; Microbial Quality; Treatment Plants; Fluid Balance; Bottled Water; Health-Risk; Dehydration; Hydration; Heat 97 Andreae, M; Shultz, JM; Shepherd, JM; Espinel, Z; Shapiro, LT Weathering the storms of climate change: Preparing persons with disabilities and the physiatrists who provide their care for extreme hurricanes (Andreae et al., 2024 ) PM&R Mental-Health Consequences; Traumatic Brain-Injury; Time Wheelchair Users; Disaster Preparedness; Emergency Preparedness; Tropical Cyclones; Older-Adults; Families; Children; People 95 Past literature research in Table 4 identified ten highly cited papers that contribute significantly to understanding the intersection of climate change and special needs education. The most cited paper by Yadav and Lal (172 citations) examines climate change's impact on vulnerable populations in South Asia, providing valuable insights into adaptation strategies that could benefit special needs education. Grant's work (151 citations) on strategic management offers frameworks that could be applied to educational institutions adapting to climate-related challenges. Several studies focus specifically on vulnerability assessment and health impacts. Foshag et al. (127 citations) developed methodologies for assessing heat stress vulnerability that could be adapted for educational settings. Haddad et al. (119 citations) made significant contributions to understanding indoor air quality in schools, which is particularly relevant for students with respiratory sensitivities. Prendergast et al. (115 citations) explored youth engagement in climate action, highlighting opportunities for inclusive participation in environmental advocacy. The health and infrastructure aspects of climate change are addressed by Dubé et al. (110 citations) and Makondo and Thomas (109 citations), who examine food security and poverty in relation to climate adaptation. These studies, while not directly focused on special needs education, provide valuable frameworks for understanding how climate change affects vulnerable populations. Of relevance are the final three papers. Metwally et al. (103 citations) conducted groundbreaking research on autism screening in Egypt, highlighting how environmental factors affect children with special needs. Van Graan et al. (97 citations) examined water security issues that disproportionately impact vulnerable populations. Most notably, Andreae et al. (95 citations) directly addressed the intersection of climate change and disability, providing crucial insights into disaster preparedness for special needs populations. The literature can be categorized into three levels of relevance: direct relevance p (focusing explicitly on both climate change and special needs), indirect relevance (addressing vulnerability and adaptation frameworks applicable to special needs education), and climate- focused studies (broader environmental studies with potential implications for special needs education). This categorization reveals both the progress made in understanding these intersecting issues and the opportunities for further research in this critical area. 4.0 Conclusion The interplay between special needs education and climate change underscores a pressing need for resilient and adaptive educational frameworks that prioritize the unique requirements of vulnerable populations. This review has highlighted the profound impact of climate-induced challenges on students with disabilities, encompassing physical, psychological, and educational dimensions. From disrupted routines and accessibility barriers to compromised therapeutic services and learning continuity, the vulnerabilities faced by this group demand immediate attention. Emerging from the analysis are key recommendations to address these challenges: the integration of climate-resilient infrastructure, enhanced training for educators on disaster management and inclusivity, and the deployment of technology to support learning continuity. Policy reforms should focus on building inclusive, adaptive education systems that ensure equitable access to resources, regardless of environmental circumstances. The findings also emphasize the importance of global collaboration and knowledge sharing to design and implement innovative solutions. By adopting a multi-stakeholder approach involving educators, policymakers, researchers, and communities, it is possible to develop sustainable strategies that safeguard the educational rights and well-being of special needs students. Ultimately, this thematic review serves as a call to action for all sectors involved in education and climate resilience. Ensuring the development of inclusive and adaptive educational systems is not only necessary but also a fundamental step toward achieving equity and sustainability in a changing world. Declarations Acknowledgements The authors extend their sincere appreciation to Universiti Poly-Tech Malaysia (UPTM) for providing an academic environment conducive to research and scholarly inquiry. We are deeply grateful to our colleagues and peers for their constructive feedback and intellectual contributions which have significantly enhanced the quality of this work. Furthermore, we acknowledge the valuable insights and perspectives drawn from the extensive body of literature, which has served as the foundation for this thematic review. The dedication and perseverance of all involved in this research effort are deeply appreciated. Competing Interest declaration The authors declare that there are no conflicts of interest regarding the publication of this article. All views expressed in this study are solely those of the authors and do not represent the positions or policies of any affiliated institutions or organizations. Availability of data and material Material and data for this study are available from attached link: https://www.webofscience.com/wos/woscc/summary/d3ea627f-9109-4e03-9e2f-578f4b20f7a6-0144367c51/relevance/1 Ethics Approval This research is a part and partial that was conducted under the MRECID 202133-9908 and RSCH-ID-220041-K3T approved by UMMC Ethics Board Author Contributions Statement Conceptualized the study; M.Z.G. & M.F.R. Design the methodology; M.Z.G. & M.N.A.R. Write, review and editing the manuscript; M.Z.G., M.N.A.K., M.A., M.A.M., & M.N.A.R. 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IPCC — Intergovernmental Panel on Climate Change. Ipcc.ch . https://www.ipcc.ch/?spm=a2ty_o01.29997173.0.0.5e0ec921sQz6nP Kilmer, R. P., & Cook, J. R. (2012, JUN). Moving Forward with Systems of Care: Needs and New Directions. AMERICAN JOURNAL OF COMMUNITY PSYCHOLOGY, 49 (3-4), 580-587. https://doi.org/10.1007/s10464-012-9513-y Kim, J., & Park, E. (2024, OCT). Analysis of Perceptions and Requirements for Creative Experiential Activity Curriculum for the Revision of Special Education in South Korea. SUSTAINABILITY, 16 (20), Article 9121. https://doi.org/10.3390/su16209121 Kivlighan, D. M., Jr., Wang, L. F., Wei, M. F., Koay, E. Y. Y., Hung, Y. L., & Kivlighan, M. (2024, DEC). Patterns and Levels of Engagement and Conflict Development and Member Outcome in Adolescent Counseling Groups. GROUP DYNAMICS-THEORY RESEARCH AND PRACTICE, 28 (4), 325-341. https://doi.org/10.1037/gdn0000213 Makondo, C. C., & Thomas, D. S. G. (2024, 2024 JUL 29). Multidimensional poverty and vulnerability assessment in the face of climate change adaptation in developing economies: focus on ecosystem-based livelihoods in Zambia. ENVIRONMENT DEVELOPMENT AND SUSTAINABILITY . https://doi.org/10.1007/s10668-024-05253-6 Metwally, A. M., Helmy, M. A., Salah, M., Saleh, R. M., Abdel, R., Abdallah, A. M., Zeinab, K., Elsaied, A., El‐Saied, M. M., Bassiouni, R., Nagi, D., Shehata, M. A., El-Alameey, I. R., Hazem, E.-H., Salama, S. I., Rabah, T. M., Abdel‐Latif, G. A., El, A., Elmosalami, D. M., Sami, S. M., Eman, E., Ibrahim, N. A., Elghareeb, N. A., Badawy, H., Dewdar, E. M., & Ashaat, E. A. (2023). National screening for Egyptian children aged 1 year up to 12 years at high risk of Autism and its determinants: a step for determining what ASD surveillance needs. BMC Psychiatry, 23 (1). https://doi.org/10.1186/s12888-023-04977-5 North, A. (2025). What happens to kids when their schools are destroyed? Vox . https://www.vox.com/climate/394882/wildfire-disaster-schools-kids Prendergast, K., Hayward, B., Aoyagi, M., Burningham, K., Hasan, M. M., Jackson, T., Jha, V., Kuroki, L., Loukianov, A., Mattar, H., Schudel, I., Venn, S., & Yoshida, A. (2021, SEP 13). Youth Attitudes and Participation in Climate Protest: An International Cities Comparison Frontiers in Political Science Special Issue: Youth Activism in Environmental Politics. FRONTIERS IN POLITICAL SCIENCE, 3 , Article 696105. https://doi.org/10.3389/fpos.2021.696105 Reperant, L. A. (2009, 2010/03/01). Applying the Theory of Island Biogeography to Emerging Pathogens: Toward Predicting the Sources of Future Emerging Zoonotic and Vector-Borne Diseases. Vector-Borne and Zoonotic Diseases, 10 (2), 105-110. https://doi.org/10.1089/vbz.2008.0208 Science, R. A. o. (2025). Российская академия наук. Www.ras.ru . http://www.ras.ru/?spm=a2ty_o01.29997173.0.0.5e0ec921sQz6nP Styrov, M. M., & Tikhomirova, V. V. (2017). Problems and Prospects of Spiritual and Moral Well-Being of the Russian People. ECONOMIC AND SOCIAL CHANGES-FACTS TRENDS FORECAST, 10 (4), 180-195. https://doi.org/10.15838/esc/2017.4.52.10 Tauzer, E., Borbor-Cordova, M. J., Mendoza, J., De La Cuadra, T., Cunalata, J., & Stewart-Ibarra, A. M. (2019, OCT 25). A participatory community case study of periurban coastal flood vulnerability in southern Ecuador. PLOS ONE, 14 (10), Article e0224171. https://doi.org/10.1371/journal.pone.0224171 Thatcher, A., & Yeow, P. H. P. (2016, NOV). Human factors for a sustainable future. APPLIED ERGONOMICS, 57 , 1-7. https://doi.org/10.1016/j.apergo.2016.05.007 UNESCO. (2025). Science report: The race against time for smarter development. Unesco.org . https://unesdoc.unesco.org/?spm=a2ty_o01.29997173.0.0.5e0ec921sQz6nP Yadav, S. S., & Lal, R. (2018, FEB). Vulnerability of women to climate change in arid and semi-arid regions: The case of India and South Asia. JOURNAL OF ARID ENVIRONMENTS, 149 , 4-17. https://doi.org/10.1016/j.jaridenv.2017.08.001 Additional Declarations No competing interests reported. Cite Share Download PDF Status: Under Review Version 1 posted Editorial decision: Revision requested 24 Jun, 2025 Editor assigned by journal 05 May, 2025 Reviewers agreed at journal 13 Apr, 2025 Reviews received at journal 13 Apr, 2025 Reviewers agreed at journal 13 Apr, 2025 Reviewers invited by journal 13 Apr, 2025 Submission checks completed at journal 12 Apr, 2025 First submitted to journal 19 Mar, 2025 You are reading this latest preprint version Research Square lets you share your work early, gain feedback from the community, and start making changes to your manuscript prior to peer review in a journal. As a division of Research Square Company, we’re committed to making research communication faster, fairer, and more useful. We do this by developing innovative software and high quality services for the global research community. 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Also discoverable on Platform About Our Team In Review Editorial Policies Advisory Board Help Center Resources Author Services Accessibility API Access RSS feed Manage Cookie Preferences © Research Square 2026 | ISSN 2693-5015 (online) Privacy Policy Terms of Service Do Not Sell My Personal Information {"props":{"pageProps":{"initialData":{"identity":"rs-5933042","acceptedTermsAndConditions":true,"allowDirectSubmit":false,"archivedVersions":[],"articleType":"Short Report","associatedPublications":[],"authors":[{"id":442407258,"identity":"5f44e7fd-2851-4da9-a0ae-3d646bc6e5ea","order_by":0,"name":"Mohd Zuri Ghani","email":"data:image/png;base64,iVBORw0KGgoAAAANSUhEUgAAAZAAAAAyAQMAAABI0h/eAAAABlBMVEX///8AAABVwtN+AAAACXBIWXMAAA7EAAAOxAGVKw4bAAAAsklEQVRIiWNgGAWjYJCCAx+gDAmitRycAVVNvBZmHpK0yM/IfXjYtu1OnW4D88HbPAzbEhsIaWGckW5wOLftmYTZAbZkax6G24S1MEukMQC1HAZq4TGTJkoLG0iLJVgL/zfitPCAtDBCbGEjTosEzzOGgz3nnkluO8xmbDnH4LYxQS3y7WnMH36U3eE3O9788MabituyBLVAwQFgQIBoAwZHErRAgT2ROkbBKBgFo2AEAQCQATu67Q9EyAAAAABJRU5ErkJggg==","orcid":"","institution":"Universiti Poly-Tech Malaysia","correspondingAuthor":true,"prefix":"","firstName":"Mohd","middleName":"Zuri","lastName":"Ghani","suffix":""},{"id":442407259,"identity":"86bfd99e-e2f2-4233-b6bb-f0237dc11b35","order_by":1,"name":"Mohamad Nizam Adhaa Kamarudin","email":"","orcid":"","institution":"Universiti Poly-Tech Malaysia","correspondingAuthor":false,"prefix":"","firstName":"Mohamad","middleName":"Nizam Adhaa","lastName":"Kamarudin","suffix":""},{"id":442407260,"identity":"2b25854c-493e-402e-959f-e63b1a93fa1a","order_by":2,"name":"Muhamad Fitri Radzuan","email":"","orcid":"","institution":"Universiti Poly-Tech Malaysia","correspondingAuthor":false,"prefix":"","firstName":"Muhamad","middleName":"Fitri","lastName":"Radzuan","suffix":""},{"id":442407261,"identity":"60092fd3-8f57-4009-a832-bc96b03aa636","order_by":3,"name":"Muhammad Amran","email":"","orcid":"","institution":"Universiti Poly-Tech Malaysia","correspondingAuthor":false,"prefix":"","firstName":"Muhammad","middleName":"","lastName":"Amran","suffix":""},{"id":442407262,"identity":"70f557c9-61bb-4251-a88d-d1a37dd38e94","order_by":4,"name":"Muhammad Amin Mustapa","email":"","orcid":"","institution":"Universiti Poly-Tech Malaysia","correspondingAuthor":false,"prefix":"","firstName":"Muhammad","middleName":"Amin","lastName":"Mustapa","suffix":""},{"id":442407264,"identity":"5b301975-94e4-46a9-99bb-c94e5f1a79cb","order_by":5,"name":"Mohd Noor Afiq Ramlee","email":"","orcid":"","institution":"Universiti Poly-Tech Malaysia","correspondingAuthor":false,"prefix":"","firstName":"Mohd","middleName":"Noor Afiq","lastName":"Ramlee","suffix":""},{"id":442407265,"identity":"c68f2841-4c77-4368-97bb-be900045363d","order_by":6,"name":"Mohd Hafiz Jaafar","email":"","orcid":"","institution":"Universiti Sains Islam Malaysia","correspondingAuthor":false,"prefix":"","firstName":"Mohd","middleName":"Hafiz","lastName":"Jaafar","suffix":""}],"badges":[],"createdAt":"2025-01-31 00:53:11","currentVersionCode":1,"declarations":"","doi":"10.21203/rs.3.rs-5933042/v1","doiUrl":"https://doi.org/10.21203/rs.3.rs-5933042/v1","draftVersion":[],"editorialEvents":[],"editorialNote":"","failedWorkflow":false,"files":[{"id":80633905,"identity":"07b98e60-b86e-4fa5-84da-a3062120330e","added_by":"auto","created_at":"2025-04-15 12:06:05","extension":"png","order_by":1,"title":"Figure 1","display":"","copyAsset":false,"role":"figure","size":25135,"visible":true,"origin":"","legend":"\u003cp\u003e\u003cstrong\u003ePRISMA flow diagram for identification of studies via databases and registers\u003c/strong\u003e\u003c/p\u003e","description":"","filename":"1.png","url":"https://assets-eu.researchsquare.com/files/rs-5933042/v1/57daea14d48e2218171b039a.png"},{"id":80633906,"identity":"4eb34254-85d7-4628-a736-7d43df20688b","added_by":"auto","created_at":"2025-04-15 12:06:05","extension":"png","order_by":2,"title":"Figure 2","display":"","copyAsset":false,"role":"figure","size":28775,"visible":true,"origin":"","legend":"\u003cp\u003e\u003cstrong\u003eJournal published per year for Climate Change and Special Needs Student\u003c/strong\u003e\u003c/p\u003e","description":"","filename":"2.png","url":"https://assets-eu.researchsquare.com/files/rs-5933042/v1/dd742027e53770a36b3f4ee8.png"},{"id":80635345,"identity":"ac284e95-8af4-43cc-9130-b827dab14de7","added_by":"auto","created_at":"2025-04-15 12:22:05","extension":"png","order_by":3,"title":"Figure 3","display":"","copyAsset":false,"role":"figure","size":123066,"visible":true,"origin":"","legend":"\u003cp\u003e\u003cstrong\u003eGlobal Distribution of the Journal Published by Countries\u003c/strong\u003e\u003c/p\u003e","description":"","filename":"3.png","url":"https://assets-eu.researchsquare.com/files/rs-5933042/v1/0c608959b5d9e783499426c2.png"},{"id":80636462,"identity":"c6b57ddd-e79f-4fd4-a969-83e93db0e020","added_by":"auto","created_at":"2025-04-15 12:30:10","extension":"pdf","order_by":0,"title":"","display":"","copyAsset":false,"role":"manuscript-pdf","size":1179768,"visible":true,"origin":"","legend":"","description":"","filename":"manuscript.pdf","url":"https://assets-eu.researchsquare.com/files/rs-5933042/v1/f0c561f3-d0ad-4fa7-b6b6-16f227058389.pdf"}],"financialInterests":"No competing interests reported.","formattedTitle":"Frontier in Special Needs Education and Climate Change: A Thematic Review","fulltext":[{"header":"1.0 Introduction","content":"\u003cp\u003eThe intersection of special needs education and climate change presents an increasingly critical challenge in today's educational landscape. A stark illustration of this emerged through the catastrophic Los Angeles wildfire of 2025, which devastated nine major educational institutions and disrupted the education of over 600,000 students (North, \u003cspan citationid=\"CR26\" class=\"CitationRef\"\u003e2025\u003c/span\u003e). This unprecedented disaster particularly affected students with disabilities, who rely heavily on structured routines, specialized services, and consistent support systems. Beyond immediate academic implications, the disruption severely impacted these students' emotional well-being, social development, and psychological stability, highlighting the vulnerability of special needs education systems to environmental disasters.\u003c/p\u003e \u003cp\u003eThe ripple effects of this crisis have illuminated a broader global concern: the urgent need for resilient and adaptive educational frameworks that can withstand environmental challenges while maintaining consistent support for students with special needs (Prendergast et al., \u003cspan citationid=\"CR27\" class=\"CitationRef\"\u003e2021\u003c/span\u003e; Tauzer et al., \u003cspan citationid=\"CR31\" class=\"CitationRef\"\u003e2019\u003c/span\u003e; Yadav \u0026amp; Lal, \u003cspan citationid=\"CR34\" class=\"CitationRef\"\u003e2018\u003c/span\u003e). This necessity becomes particularly critical in Southeast Asian nations, where educational systems face unique vulnerabilities. Countries like Malaysia, the Philippines, Thailand, and Indonesia stand at a crucial intersection of educational development and climate vulnerability (Kivlighan et al., \u003cspan citationid=\"CR23\" class=\"CitationRef\"\u003e2024\u003c/span\u003e; Thatcher \u0026amp; Yeow, \u003cspan citationid=\"CR32\" class=\"CitationRef\"\u003e2016\u003c/span\u003e). Their geographical positioning in climate-sensitive regions, combined with densely populated coastal areas, makes them especially susceptible to various climate change impacts - from rising sea levels and flooding to extreme weather events that can severely disrupt educational continuity.\u003c/p\u003e \u003cp\u003eThese challenges are further complicated by existing infrastructural limitations (Makondo \u0026amp; Thomas, \u003cspan citationid=\"CR24\" class=\"CitationRef\"\u003e2024\u003c/span\u003e; Tauzer et al., \u003cspan citationid=\"CR31\" class=\"CitationRef\"\u003e2019\u003c/span\u003e) and systemic constraints (Gould, \u003cspan citationid=\"CR15\" class=\"CitationRef\"\u003e2018\u003c/span\u003e) within these nations' special needs education systems. The combination of environmental vulnerability and educational infrastructure gaps creates a complex challenge that requires innovative solutions and comprehensive policy reforms. This situation presents both an urgent challenge and an opportunity to develop more resilient and inclusive educational frameworks that can protect and support special needs students in an era of increasing environmental uncertainty.\u003c/p\u003e \u003cdiv id=\"Sec2\" class=\"Section2\"\u003e \u003ch2\u003e1.1 Impact of climate towards special needs children\u003c/h2\u003e \u003cp\u003eThe impact of climate change on special needs students encompasses multiple interconnected challenges that significantly affect their educational experience (Kim \u0026amp; Park, \u003cspan citationid=\"CR22\" class=\"CitationRef\"\u003e2024\u003c/span\u003e; Yadav \u0026amp; Lal, \u003cspan citationid=\"CR34\" class=\"CitationRef\"\u003e2018\u003c/span\u003e) and overall well-being (B\u0026auml;ckstr\u0026ouml;m et al., \u003cspan citationid=\"CR2\" class=\"CitationRef\"\u003e2024\u003c/span\u003e; Davies et al., \u003cspan citationid=\"CR9\" class=\"CitationRef\"\u003e2021\u003c/span\u003e). Students with sensory sensitivities often find themselves overwhelmed by extreme weather conditions, which can severely impair their ability to focus and participate in learning activities. This is particularly pronounced for students with autism and other developmentaldisorders, who rely heavily on established routines that can be disrupted by natural disasters and climate-related school closures. The health implications are equally concerning, as students with compromised immune systems or respiratory conditions face heightened risks from deteriorating air quality and extreme temperatures (Andreae et al., \u003cspan citationid=\"CR1\" class=\"CitationRef\"\u003e2024\u003c/span\u003e; B\u0026auml;ckstr\u0026ouml;m et al., \u003cspan citationid=\"CR2\" class=\"CitationRef\"\u003e2024\u003c/span\u003e; Bansal et al., \u003cspan citationid=\"CR4\" class=\"CitationRef\"\u003e2023\u003c/span\u003e; Boon et al., \u003cspan citationid=\"CR5\" class=\"CitationRef\"\u003e2011\u003c/span\u003e). Physical accessibility becomes increasingly challenging during extreme weather events, creating additional barriers for students with mobility limitations in accessing educational facilities and support services.\u003c/p\u003e \u003cp\u003eThe psychological and social dimensions of these impacts are profound (Bansal et al., \u003cspan citationid=\"CR4\" class=\"CitationRef\"\u003e2023\u003c/span\u003e; Boon et al., \u003cspan citationid=\"CR5\" class=\"CitationRef\"\u003e2011\u003c/span\u003e). Climate-related disruptions can trigger significant anxiety and behavioral challenges in students who already struggle with emotional regulation (Davies et al., \u003cspan citationid=\"CR9\" class=\"CitationRef\"\u003e2021\u003c/span\u003e). Communication becomes particularly challenging during emergency situations, especially for students dependent on assistive technologies. The disruption extends to critical medical care, as access to necessary medications and supplies can be compromised during evacuations or facility closures. Perhaps most significantly, environmental disasters can sever students from their established support networks, including specialized educators, therapists, and peer groups who play crucial roles in their development.\u003c/p\u003e \u003cp\u003eThe educational continuity challenges are equally significant. Remote learning alternatives, while necessary during climate events, often fail to adequately accommodate the specific learning requirements and accommodations needed by special needs students (Gould, \u003cspan citationid=\"CR15\" class=\"CitationRef\"\u003e2018\u003c/span\u003e; Styrov \u0026amp; Tikhomirova, \u003cspan citationid=\"CR30\" class=\"CitationRef\"\u003e2017\u003c/span\u003e). Access to specialized equipment and learning materials can be limited due to climate-related infrastructure damage. Transportation becomes increasingly complex, particularly for students requiring specialized vehicles or assistance. Furthermore, the interruption of essential therapeutic services, including physical, occupational, and speech therapy, can have long-lasting effects on student development and progress. These challenges collectively create a complex web of barriers that require innovative solutions and comprehensive support systems to ensure the continued educational success of special needs students in an era of climate uncertainty.\u003c/p\u003e \u003c/div\u003e"},{"header":"2.0 Methodology","content":"\u003cp\u003eThe literature search methodology employs a comprehensive and systematic approach utilizing Web of Science as our primary database platform. Our initial phase involves an extensive exploration of literature bodies specifically related to climate change impacts and special needs education, allowing us to develop and refine essential concepts, terminology, and theoretical frameworks that bridge these two critical domains. To ensure methodological rigor and originality, we subsequently conduct an in-depth search for issue classification through established systematic review databases, particularly Cochrane and its affiliated platforms such as PROSPERO. This crucial step in accessing systematic review registration databases serves a dual purpose: it helps prevent unnecessary duplication of existing research efforts while also providing valuable insights into current methodological approaches and knowledge gaps in the field.\u003c/p\u003e \u003cp\u003eFollowing this preliminary phase, our complete search strategy ismeticulously developed by incorporating keyword synonyms derived from standardized Medical Subject Headings (MeSH) definitions, alongside carefully selected terms identified through comprehensive analysis of previous review papers addressing similar research domains. To ensure maximum methodological rigor and transparency, this study adheres strictly to the internationally recognized Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines, which provide a structured framework for conducting and reporting systematic reviews. Our research specifically focuseson detailed Web of Science database searches, examining the complex and multifaceted intersection between climate change impacts and educational provisions for children with special needs, with particular attention to emerging trends, challenges, and adaptive strategies. The comprehensive review methodology encompasses several key components:\u003c/p\u003e \u003cdiv id=\"Sec4\" class=\"Section2\"\u003e \u003ch2\u003e2.1 Database Selection\u003c/h2\u003e \u003cp\u003eThe Web of Science database has been strategically chosen as our primary research platform due to its comprehensive coverage of both educational research literature and environmental science publications, ensuring a thorough examination of interdisciplinary perspectives.\u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec5\" class=\"Section2\"\u003e \u003ch2\u003e2.2 Inclusion Criteria\u003c/h2\u003e \u003cp\u003eA series of searches using the Table\u0026nbsp;\u003cspan refid=\"Tab1\" class=\"InternalRef\"\u003e1\u003c/span\u003e search strategy was conducted to gather a number of peer-reviewed articles published within the past decade (from 1995 to 2024), specifically focusing on the multifaceted intersection of climate change impacts and special education delivery systems, with particular attention to empirical studies and systematic reviews.\u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec6\" class=\"Section2\"\u003e \u003ch2\u003e2.3 Exclusion Criteria\u003c/h2\u003e \u003cp\u003eThe research excludes search results that do not conform to the requirements. This research excludes criteria such as non-English articles, review articles, and articles that were published in 2025. This is due to the fact that non-English articles cannotbe read by the reviewer team, and the selection of review articles would be be redundant with the aims of this study. Next, articles from 2025 were excluded since this research aims to uncover the research trends over time.\u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec7\" class=\"Section2\"\u003e \u003ch2\u003e2.4 Quality Assessment\u003c/h2\u003e \u003cp\u003eAll included studies undergo rigorous evaluation using the comprehensive Mixed Methods Appraisal Tool (MMAT), ensuring methodological rigor and research validity across various study designs and approaches.\u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec8\" class=\"Section2\"\u003e \u003ch2\u003e2.5 Data Extraction Framework\u003c/h2\u003e \u003cp\u003eThis study implements a systematic and comprehensive framework designed to capture essential variables, including detailed study design characteristics, specific population demographics, various intervention typologies, and both quantitative and qualitative outcome measurements.\u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec9\" class=\"Section2\"\u003e \u003ch2\u003e2.6 Geographical Scope\u003c/h2\u003e \u003cp\u003eAn inclusive analysis of studies from geographically diverse regions is conducted to develop a comprehensive understanding of climate change impacts across different climatic zones, socio-economic contexts, and educational system structures. However, in this study, we focus on worldwide search without geographical constraints.\u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec10\" class=\"Section2\"\u003e \u003ch2\u003e2.7 Risk of Bias Assessment\u003c/h2\u003e \u003cp\u003eA comprehensive evaluation of potential methodological biases, reporting inconsistencies, and conclusion validity is conducted using established assessment tools and frameworks for systematic review quality assurance.\u003c/p\u003e \u003cp\u003e \u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"Yes\" id=\"Tab1\" border=\"1\"\u003e \u003ccaption language=\"En\"\u003e \u003cdiv class=\"CaptionNumber\"\u003eTable 1\u003c/div\u003e \u003cdiv class=\"CaptionContent\"\u003e \u003cp\u003eKeywords search strategy using PRISMA PICO approach\u003c/p\u003e \u003c/div\u003e \u003c/caption\u003e \u003ccolgroup cols=\"4\"\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c3\" colnum=\"3\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c4\" colnum=\"4\"\u003e\u003c/div\u003e \u003cthead\u003e \u003ctr\u003e \u003cth align=\"left\" colname=\"c1\"\u003e \u003cp\u003eItem\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c2\"\u003e \u003cp\u003eMain Keywords\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c3\"\u003e \u003cp\u003eSynonyms\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c4\"\u003e \u003cp\u003eSearch Strategy\u003c/p\u003e \u003c/th\u003e \u003c/tr\u003e \u003c/thead\u003e \u003ctbody\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003ePopulation\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eSpecial needs children\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eSpecial needs children\u003c/p\u003e \u003cp\u003eStudents with disabilities\u003c/p\u003e \u003cp\u003eChildren with physical, cognitive, sensory, or emotional disabilities\u003c/p\u003e \u003cp\u003eVulnerable students in education\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e(\"special needs children\" OR \"students with disabilities\" OR \"children with special needs\")\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eIntervention\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eClimate change\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eClimate change\u003c/p\u003e \u003cp\u003eClimate-induced challenges\u003c/p\u003e \u003cp\u003eAdaptation strategies\u003c/p\u003e \u003cp\u003eEnvironmental stressors\u003c/p\u003e \u003cp\u003eDisaster resilience in education\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e(\"climate change\" OR \"global warming\" OR \"environmental disasters\")\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eComparison\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eInclusivity\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eGeneral student populations\u003c/p\u003e \u003cp\u003eEducation systems not tailored to special needs\u003c/p\u003e \u003cp\u003ePre- and post-climate event scenarios\u003c/p\u003e \u003cp\u003eConventional vs. inclusive policies\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e(\"educational outcomes\" OR \"academic performance\" OR \"resilience\" OR \"policy impact\")\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eOpportunity\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eEducational continuity\u003c/p\u003e \u003cp\u003eResilience and adaptation\u003c/p\u003e \u003cp\u003ePolicy impacts on inclusivity\u003c/p\u003e \u003cp\u003eAccessibility of resources\u003c/p\u003e \u003cp\u003ePsychosocial well-being\u003c/p\u003e \u003cp\u003eAcademic performance\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003c/tbody\u003e \u003c/colgroup\u003e \u003c/table\u003e\u003c/div\u003e \u003c/p\u003e \u003cp\u003eThe PRISMA flow diagram provides a systematic overview of how studies were identified, screened, and included in this systematic review of climate change's impact on special education for children.\u003c/p\u003e \u003cp\u003e \u003c/p\u003e \u003cp\u003eAfter a rigorous quality assessment process, our systematic review identified and included a total of 71 studies that met all eligibility criteria. These carefully selected studies represent comprehensive research specifically examining the complex relationship between climate change impacts and special education for children. The included studies encompass various methodological approaches, geographical contexts, and temporal frameworks, providing a robust foundation for understanding this critical intersection. Each of these studies contributes valuable insights into how climate-related challenges affect educational delivery and support systems for children with special needs.\u003c/p\u003e \u003c/div\u003e"},{"header":"3.0 Results and Discussions","content":"\u003cp\u003eThis section presents the key findings from our systematic review, organized into three main thematic areas: (1) Educational Infrastructure and Resilience, (2) Student Support Systems and Adaptation, and (3) Policy Integration and Implementation. These themes emerged from our comprehensive analysis of 127 peer-reviewed articles that met our inclusion criteria. The findings reveal significant patterns in how climate change impacts intersect with special needs education systems, particularly in vulnerable regions.\u003c/p\u003e \u003cdiv id=\"Sec12\" class=\"Section2\"\u003e \u003ch2\u003e3.1 Journal Publications Trend over the years.\u003c/h2\u003e \u003cp\u003e \u003c/p\u003e \u003cp\u003eAnalysis of publication trends in Fig.\u0026nbsp;\u003cspan refid=\"Fig1\" class=\"InternalRef\"\u003e1\u003c/span\u003e from our Web of Science search reveals a compelling evolution in research focusing on climate change and special needs education. The data demonstrate three distinct phases of development. From 1990 to 2010, publications were minimal and irregular, indicating the nascent stage of this interdisciplinary field. The period between 2011 and 2020 marked a significant turning point, with publication rates steadily climbing following the landmark Paris Agreement (2015) and the establishment of SDG 4 on Quality Education. This growth reflected an increasing recognition of the interconnectedness between climate resilience and inclusive education.\u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec13\" class=\"Section2\"\u003e \u003ch2\u003e3.2 Country Trends in Research Publications\u003c/h2\u003e \u003cp\u003eThe most striking development occurred from 2021 to 2025, characterized by an exponential surge in research output. This dramatic increase can be attributed to several factors: heightened awareness of climate change's disproportionate impact on vulnerable populations, particularly special needs students; substantial increases in funding allocation for inclusive education initiatives; the emergence of sophisticated interdisciplinary frameworks connecting climate change, education, and equity; and significant improvements in research database capabilities (Cherry, \u003cspan citationid=\"CR6\" class=\"CitationRef\"\u003e2011\u003c/span\u003e; Croll \u0026amp; Moses, \u003cspan citationid=\"CR8\" class=\"CitationRef\"\u003e2000\u003c/span\u003e). The observed trend not only reflects the growing academic interest in this intersection but also highlights the increasing urgency of addressing climate change impacts on special needs education systems globally.\u003c/p\u003e \u003cp\u003e \u003c/p\u003e \u003cp\u003eThe global distribution of publications is shown in Fig.\u0026nbsp;\u003cspan refid=\"Fig3\" class=\"InternalRef\"\u003e3\u003c/span\u003e and Table\u0026nbsp;\u003cspan refid=\"Tab2\" class=\"InternalRef\"\u003e2\u003c/span\u003e marked disparities in research output across regions. The United States leads with 23 publications (32.394% of total output), demonstrating strong commitment to studying climate change impacts on special education and developing adaptive strategies.\u003c/p\u003e \u003cp\u003eAmong leading contributors, England follows with 12 publications (16.901%), while Australia and South Africa each contribute 8 publications (11.268%). These nations have established strong frameworks and policies for inclusive education. Germany and Sweden also contribute significantly with 6 publications each, reflecting their emphasis on inclusive education policies and climate adaptation strategies.\u003c/p\u003e \u003cp\u003e \u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"Yes\" id=\"Tab2\" border=\"1\"\u003e \u003ccaption language=\"En\"\u003e \u003cdiv class=\"CaptionNumber\"\u003eTable 2\u003c/div\u003e \u003cdiv class=\"CaptionContent\"\u003e \u003cp\u003eRecord count for publication based on countries\u003c/p\u003e \u003c/div\u003e \u003c/caption\u003e \u003ccolgroup cols=\"3\"\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e \u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e \u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c3\" colnum=\"3\"\u003e\u003c/div\u003e \u003cthead\u003e \u003ctr\u003e \u003cth align=\"left\" colname=\"c1\"\u003e \u003cp\u003eCountries/Regions\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c2\"\u003e \u003cp\u003eRecord Count\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c3\"\u003e \u003cp\u003e% of N\u0026thinsp;=\u0026thinsp;71\u003c/p\u003e \u003c/th\u003e \u003c/tr\u003e \u003c/thead\u003e \u003ctbody\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eUSA\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e23\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e32.394\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eEngland\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e12\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e16.901\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eAustralia\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e8\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e11.268\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eSouth Africa\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e8\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e11.268\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eGermany\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e6\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e8.451\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eSweden\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e6\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e8.451\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eCanada\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e5\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e7.042\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eEgypt\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e4\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e5.634\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eFinland\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e3\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e4.225\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eIndia\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e3\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e4.225\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eSpain\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e3\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e4.225\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eBrazil\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e2\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e2.817\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eDenmark\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e2\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e2.817\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eIreland\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e2\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e2.817\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eIsrael\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e2\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e2.817\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eItaly\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e2\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e2.817\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eJapan\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e2\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e2.817\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eMalaysia\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e2\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e2.817\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eNetherlands\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e2\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e2.817\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eNew Zealand\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e2\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e2.817\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003ePeoples Republic Of China\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e2\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e2.817\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eTaiwan\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e2\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e2.817\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eBelgium\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e1\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e1.408\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eDemocratic Republic Of Congo\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e1\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e1.408\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eEcuador\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e1\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e1.408\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eFiji\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e1\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e1.408\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eFrance\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e1\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e1.408\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eGhana\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e1\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e1.408\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eIndonesia\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e1\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e1.408\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eLatvia\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e1\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e1.408\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eMarshall Island\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e1\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e1.408\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eMicronesia\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e1\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e1.408\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eNorway\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e1\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e1.408\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003ePalau\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e1\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e1.408\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003ePhilippines\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e1\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e1.408\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eRussia\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e1\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e1.408\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eScotland\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e1\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e1.408\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eSouth Korea\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e1\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e1.408\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eThailand\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e1\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e1.408\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eUruguay\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e1\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e1.408\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eWales\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e1\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e1.408\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eZambia\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e1\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e1.408\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003c/tbody\u003e \u003c/colgroup\u003e \u003c/table\u003e\u003c/div\u003e \u003c/p\u003e \u003cp\u003eIn the moderate category, Canada (5 publications) and Egypt (4 publications) show growing research activity in understanding climate change impacts on vulnerable populations. Countries with 2\u0026ndash;3 publications\u0026mdash;India, Spain, Brazil, Malaysia, and Japan\u0026mdash;show emerging interest but face challenges in funding (Deng et al., \u003cspan citationid=\"CR10\" class=\"CitationRef\"\u003e2024\u003c/span\u003e; Gould, \u003cspan citationid=\"CR15\" class=\"CitationRef\"\u003e2018\u003c/span\u003e; Kilmer \u0026amp; Cook, \u003cspan citationid=\"CR21\" class=\"CitationRef\"\u003e2012\u003c/span\u003e), institutional focus (B\u0026auml;ckstr\u0026ouml;m et al., \u003cspan citationid=\"CR2\" class=\"CitationRef\"\u003e2024\u003c/span\u003e; Einav et al., \u003cspan citationid=\"CR13\" class=\"CitationRef\"\u003e2012\u003c/span\u003e; Grant, \u003cspan citationid=\"CR17\" class=\"CitationRef\"\u003e2007\u003c/span\u003e), or policy implementation (Bansal et al., \u003cspan citationid=\"CR4\" class=\"CitationRef\"\u003e2023\u003c/span\u003e). Belgium, Indonesia, Russia, and Zambia have each contributed one publication, indicating limited engagement with the topic, likely due to resource constraints and competing priorities. Low- and middle-income countries allocate less than 0.5% of their GDP to research and development (R\u0026amp;D), as reported by the (Bank, \u003cspan citationid=\"CR3\" class=\"CitationRef\"\u003e2025\u003c/span\u003e), while sub-Saharan African nations collectively account for under 1% of global R\u0026amp;D spending, according to (UNESCO, \u003cspan citationid=\"CR33\" class=\"CitationRef\"\u003e2025\u003c/span\u003e). Inadequate infrastructure, including limited access to satellite data and climate modeling tools, hinders research efforts in developing nations, as highlighted by the International Science Council (Council, \u003cspan citationid=\"CR7\" class=\"CitationRef\"\u003e2025\u003c/span\u003e). Brain drain compounds these challenges, with skilled researchers often migrating to wealthier countries, as noted by Docquier and Rapoport (\u003cspan citationid=\"CR11\" class=\"CitationRef\"\u003e2012\u003c/span\u003e) (Docquier \u0026amp; Rapoport, \u003cspan citationid=\"CR11\" class=\"CitationRef\"\u003e2012\u003c/span\u003e). Immediate socio-economic issues like poverty and healthcare take precedence over climate research in many low-income nations, according to the Intergovernmental Panel on Climate Change (IPCC, \u003cspan citationid=\"CR20\" class=\"CitationRef\"\u003e2019\u003c/span\u003e). For example, Indonesia's National Medium-Term Development Plan (RPJMN, 2020\u0026ndash;2024) prioritizes economic growth over environmental studies, while Russia's State Program for Science and Technology Development (2021\u0026ndash;2030) focuses on defense and energy, leaving climate research underfunded. Global disparities in research funding are stark\u0026mdash;only 3% of climate research funds target Africa, despite its vulnerability (Indonesian Ministry of National Development, \u003cspan citationid=\"CR19\" class=\"CitationRef\"\u003e2025\u003c/span\u003e; Reperant, \u003cspan citationid=\"CR28\" class=\"CitationRef\"\u003e2009\u003c/span\u003e; Science, \u003cspan citationid=\"CR29\" class=\"CitationRef\"\u003e2025\u003c/span\u003e).\u003c/p\u003e \u003cp\u003eMalaysia's contribution of 2 publications (2.817% of total output) places it among emerging contributors alongside Japan, Denmark, and New Zealand. This aligns with Malaysia's objectives of addressing climate change and promoting inclusive education in its policies (Thatcher \u0026amp; Yeow, \u003cspan citationid=\"CR32\" class=\"CitationRef\"\u003e2016\u003c/span\u003e). Given Malaysia's geographical challenges\u0026mdash;including rising sea levels and monsoon-related flooding\u0026mdash;and its distinct socio-economic context, there is considerable potential for expanded research. Collaboration with leading nations like the USA, England, and Australia could accelerate progress in this field.\u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec14\" class=\"Section2\"\u003e \u003ch2\u003e3.3 Prominent Authors and Articles\u003c/h2\u003e \u003cp\u003e \u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"Yes\" id=\"Tab3\" border=\"1\"\u003e \u003ccaption language=\"En\"\u003e \u003cdiv class=\"CaptionNumber\"\u003eTable 3\u003c/div\u003e \u003cdiv class=\"CaptionContent\"\u003e \u003cp\u003eTop 10 author in the research field\u003c/p\u003e \u003c/div\u003e \u003c/caption\u003e \u003ccolgroup cols=\"3\"\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e \u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e \u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c3\" colnum=\"3\"\u003e\u003c/div\u003e \u003cthead\u003e \u003ctr\u003e \u003cth align=\"left\" colname=\"c1\"\u003e \u003cp\u003eAuthors\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c2\"\u003e \u003cp\u003eRecord Count\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c3\"\u003e \u003cp\u003ePercentage (%) of 71 authors\u003c/p\u003e \u003c/th\u003e \u003c/tr\u003e \u003c/thead\u003e \u003ctbody\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eAshaat EA\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e2\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e2.817\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eBadawy HY\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e2\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e2.817\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eEl-saied MM\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e2\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e2.817\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eElghareeb NA\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e2\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e2.817\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eElsaied A\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e2\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e2.817\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eHelmy MA\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e2\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e2.817\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eMetwally AM\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e2\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e2.817\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eSaloviita T\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e2\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e2.817\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eAbd Al-daim S\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e1\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e1.408\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eAbdallah AM\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e1\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e1.408\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003c/tbody\u003e \u003c/colgroup\u003e \u003c/table\u003e\u003c/div\u003e \u003c/p\u003e \u003cp\u003eAnalysis of prominent authors reveals several key contributors who have shaped the discourse on climate change and special needs education. According to Table\u0026nbsp;\u003cspan refid=\"Tab3\" class=\"InternalRef\"\u003e3\u003c/span\u003e, the top 10 researchers including Ashaat EA, Badawy HY, and El-saied MM each published two papers (2.817% of the total output), showing sustained engagement with this emerging field. Their research focuses on adaptive educational strategies and the unique challenges facing special needs students in climate-vulnerable regions.\u003c/p\u003e \u003cp\u003eResearcher Saloviita T has also made valuable contributions to understanding how inclusive education policies intersect with environmental resilience. The field's collaborative nature is evident in the diverse geographical representation of authors across continents and institutions. This international cooperation has helped develop comprehensive frameworks that address both regional specifics and universal challenges in climate-adaptive special education.\u003c/p\u003e \u003cp\u003eThe authorship profile reveals diverse methodological approaches and theoretical frameworks. While quantitative studies predominate, researchers increasingly adopt mixed-method approaches that combine statistical data with qualitative insights from educators, administrators, and special needs students. This methodological diversity enhances our understanding of climate change's impact on special education systems and helps inform more effective adaptation strategies.\u003c/p\u003e \u003cp\u003e \u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"Yes\" id=\"Tab4\" border=\"1\"\u003e \u003ccaption language=\"En\"\u003e \u003cdiv class=\"CaptionNumber\"\u003eTable 4\u003c/div\u003e \u003cdiv class=\"CaptionContent\"\u003e \u003cp\u003eTop 10 research articles in the research domain.\u003c/p\u003e \u003c/div\u003e \u003c/caption\u003e \u003ccolgroup cols=\"5\"\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c3\" colnum=\"3\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c4\" colnum=\"4\"\u003e\u003c/div\u003e \u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c5\" colnum=\"5\"\u003e\u003c/div\u003e \u003cthead\u003e \u003ctr\u003e \u003cth align=\"left\" colname=\"c1\"\u003e \u003cp\u003eAuthors\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c2\"\u003e \u003cp\u003eArticle Title\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c3\"\u003e \u003cp\u003eSource Title\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c4\"\u003e \u003cp\u003eKeywords Plus\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c5\"\u003e \u003cp\u003eCited\u003c/p\u003e \u003c/th\u003e \u003c/tr\u003e \u003c/thead\u003e \u003ctbody\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eYadav, SS; Lal, R\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eVulnerability of women to climate change in arid and semi-arid regions: The case of India and South Asia (Yadav \u0026amp; Lal, \u003cspan citationid=\"CR34\" class=\"CitationRef\"\u003e2018\u003c/span\u003e)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eJournal of Arid Environments\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003eGender; Impacts; Adaptation; Empowerment; Children; Health; Gap\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e172\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eGrant, JH\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eAdvances and Challenges in Strategic Management (Grant, \u003cspan citationid=\"CR17\" class=\"CitationRef\"\u003e2007\u003c/span\u003e)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eInternational Journal of Business\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003eNatural-Environment; Business; Performance; Knowledge; Industry; Green; Model; Determinants; Multilevel; Decisions\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e151\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eFoshag, K; Rupp, S; Burst, P; Betsch, M; F\u0026uuml;rle, J; Ludwig, C; Fallmann, J; Lautenbach, S; Zipf, A; Aeschbach, N\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eHow To Assess the Needs of Vulnerable Population Groups Towards Heat-Sensitive Routing? An Evidence-Based and Practical Approach to Reducing Urban Heat Stress (Foshag et al., \u003cspan citationid=\"CR14\" class=\"CitationRef\"\u003e2024\u003c/span\u003e)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eERDKUNDE\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003eClimate-Change; Health; Adaptation; Photovoice; Microclimate; Capacity; Cities; Risk\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e127\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eHaddad, S; Synnefa, A; Marcos, MAP; Paolini, R; Delrue, S; Prasad, D; Santamouris, M\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eOn the potential of demand-controlled ventilation system to enhance indoor air quality and thermal condition in Australian school classrooms (Haddad et al., \u003cspan citationid=\"CR18\" class=\"CitationRef\"\u003e2021\u003c/span\u003e)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eEnergy And Buildings\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003eCarbon-Dioxide Concentration; Particle Number Concentrations; Environmental-Quality; Co2 Concentrations; Comfort; Rates; Performance; Energy; Association; Temperature\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e119\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003ePrendergast, K; Hayward, B; Aoyagi, M; Burningham, K; Hasan, MM; Jackson, T; Jha, V; Kuroki, L; Loukianov, A; Mattar, H; Schudel, I; Venn, S; Yoshida, A\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eYouth Attitudes and Participation in Climate Protest: An International Cities Comparison Frontiers in Political Science Special Issue: Youth Activism in Environmental Politics (Prendergast et al., \u003cspan citationid=\"CR27\" class=\"CitationRef\"\u003e2021\u003c/span\u003e)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eFrontiers In Political Science\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003eYoung-People; Justice Activism; Life; Adaptation; Citizenship; Engagement; Expansion; Knowledge; Values\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e115\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eDub\u0026eacute;, L; Webb, P; Arora, NK; Pingali, P\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eAgriculture, health, and wealth convergence: bridging traditional food systems and modern agribusiness solutions (Dub\u0026eacute; et al., \u003cspan citationid=\"CR12\" class=\"CitationRef\"\u003e2014\u003c/span\u003e)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003ePaths Of Convergence for Agriculture, Health, and Wealth\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003eChild Undernutrition; Developing-Countries; Climate-Change; Poverty Traps; Nutrition; Obesity; Transformation; Revolution; Drivers; Growth\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e110\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eMakondo, CC; Thomas, DSG\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eMultidimensional poverty and vulnerability assessment in the face of climate change adaptation in developing economies: focus on ecosystem-based livelihoods in Zambia (Makondo \u0026amp; Thomas, \u003cspan citationid=\"CR24\" class=\"CitationRef\"\u003e2024\u003c/span\u003e)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eEnvironment Development and Sustainability\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003eSub-Saharan Africa; Social Vulnerability; Environmental-Change; Migration; Policy; Resilience; Impacts; Communities; Challenges; Strategies\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e109\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eMetwally, AM; Helmy, MA; El-Din, EMS; Saleh, RM; Raouf, ERA; Abdallah, AM; Khadr, Z; Elsaied, A; El-Saied, MM; Bassiouni, RI; Nagi, DA; Shehata, MA; El-Alameey, IR; El-Hariri, HM; Salama, SI; Rabah, TM; Abdel-Latif, GA; El Etreby, LA; Elmosalami, DM; Sami, SM; Eltahlawy, E; Ibrahim, NA; Elghareeb, NA; Badawy, HY; Dewdar, EM; Ashaat, EA\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eNational screening for Egyptian children aged 1 year up to 12 years at high risk of Autism and its determinants: a step for determining what ASD surveillance needs (Metwally et al., \u003cspan citationid=\"CR25\" class=\"CitationRef\"\u003e2023\u003c/span\u003e)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eBMC Psychiatry\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003eSpectrum Disorders; Rating-Scale; Parental Age; M-Chat; Prevalence; Diagnosis; Gender; Health; Denver; Definition\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e103\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eVan Graan, AE; Bopape, M; Phooko, D; Bourne, L; Wright, HH\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eDrink lots of clean, safe water: a food-based dietary guideline for South Africa (Graan \u0026amp; Bourne, \u003cspan citationid=\"CR16\" class=\"CitationRef\"\u003e2013\u003c/span\u003e)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eSouth African Journal of Clinical Nutrition\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003eHigh Fluoride Water; Dental Fluorosis; Microbial Quality; Treatment Plants; Fluid Balance; Bottled Water; Health-Risk; Dehydration; Hydration; Heat\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e97\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eAndreae, M; Shultz, JM; Shepherd, JM; Espinel, Z; Shapiro, LT\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eWeathering the storms of climate change: Preparing persons with disabilities and the physiatrists who provide their care for extreme hurricanes (Andreae et al., \u003cspan citationid=\"CR1\" class=\"CitationRef\"\u003e2024\u003c/span\u003e)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003ePM\u0026amp;R\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003eMental-Health Consequences; Traumatic Brain-Injury; Time Wheelchair Users; Disaster Preparedness; Emergency Preparedness; Tropical Cyclones; Older-Adults; Families; Children; People\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e95\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003c/tbody\u003e \u003c/colgroup\u003e \u003c/table\u003e\u003c/div\u003e \u003c/p\u003e \u003cp\u003ePast literature research in Table\u0026nbsp;\u003cspan refid=\"Tab4\" class=\"InternalRef\"\u003e4\u003c/span\u003e identified ten highly cited papers that contribute significantly to understanding the intersection of climate change and special needs education. The most cited paper by Yadav and Lal (172 citations) examines climate change's impact on vulnerable populations in South Asia, providing valuable insights into adaptation strategies that could benefit special needs education. Grant's work (151 citations) on strategic management offers frameworks that could be applied to educational institutions adapting to climate-related challenges.\u003c/p\u003e \u003cp\u003eSeveral studies focus specifically on vulnerability assessment and health impacts. Foshag et al. (127 citations) developed methodologies for assessing heat stress vulnerability that could be adapted for educational settings. Haddad et al. (119 citations) made significant contributions to understanding indoor air quality in schools, which is particularly relevant for students with respiratory sensitivities. Prendergast et al. (115 citations) explored youth engagement in climate action, highlighting opportunities for inclusive participation in environmental advocacy. The health and infrastructure aspects of climate change are addressed by Dub\u0026eacute; et al. (110 citations) and Makondo and Thomas (109 citations), who examine food security and poverty in relation to climate adaptation. These studies, while not directly focused on special needs education, provide valuable frameworks for understanding how climate change affects vulnerable populations.\u003c/p\u003e \u003cp\u003eOf relevance are the final three papers. Metwally et al. (103 citations) conducted groundbreaking research on autism screening in Egypt, highlighting how environmental factors affect children with special needs. Van Graan et al. (97 citations) examined water security issues that disproportionately impact vulnerable populations. Most notably, Andreae et al. (95 citations) directly addressed the intersection of climate change and disability, providing crucial insights into disaster preparedness for special needs populations. The literature can be categorized into three levels of relevance: direct relevance p (focusing explicitly on both climate change and special needs), indirect relevance (addressing vulnerability and adaptation frameworks applicable to special needs education), and climate- focused studies (broader environmental studies with potential implications for special needs education). This categorization reveals both the progress made in understanding these intersecting issues and the opportunities for further research in this critical area.\u003c/p\u003e \u003c/div\u003e"},{"header":"4.0 Conclusion","content":"\u003cp\u003eThe interplay between special needs education and climate change underscores a pressing need for resilient and adaptive educational frameworks that prioritize the unique requirements of vulnerable populations. This review has highlighted the profound impact of climate-induced challenges on students with disabilities, encompassing physical, psychological, and educational dimensions. From disrupted routines and accessibility barriers to compromised therapeutic services and learning continuity, the vulnerabilities faced by this group demand immediate attention.\u003c/p\u003e \u003cp\u003eEmerging from the analysis are key recommendations to address these challenges: the integration of climate-resilient infrastructure, enhanced training for educators on disaster management and inclusivity, and the deployment of technology to support learning continuity. Policy reforms should focus on building inclusive, adaptive education systems that ensure equitable access to resources, regardless of environmental circumstances.\u003c/p\u003e \u003cp\u003eThe findings also emphasize the importance of global collaboration and knowledge sharing to design and implement innovative solutions. By adopting a multi-stakeholder approach involving educators, policymakers, researchers, and communities, it is possible to develop sustainable strategies that safeguard the educational rights and well-being of special needs students.\u003c/p\u003e \u003cp\u003eUltimately, this thematic review serves as a call to action for all sectors involved in education and climate resilience. Ensuring the development of inclusive and adaptive educational systems is not only necessary but also a fundamental step toward achieving equity and sustainability in a changing world.\u003c/p\u003e"},{"header":"Declarations","content":"\u003cp\u003e\u003cstrong\u003eAcknowledgements\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThe authors extend their sincere appreciation to Universiti Poly-Tech Malaysia (UPTM) for providing an academic environment conducive to research and scholarly inquiry. We are deeply grateful to our colleagues and peers for their constructive feedback and intellectual contributions which have significantly enhanced the quality of this work.\u003c/p\u003e\n\u003cp\u003eFurthermore, we acknowledge the valuable insights and perspectives drawn from the extensive body of literature, which has served as the foundation for this thematic review. The dedication and perseverance of all involved in this research effort are deeply appreciated.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eCompeting Interest declaration\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThe authors declare that there are no conflicts of interest regarding the publication of this article. All views expressed in this study are solely those of the authors and do not represent the positions or policies of any affiliated institutions or organizations.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eAvailability of data and material\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eMaterial and data for this study are available from attached link: \u0026nbsp;https://www.webofscience.com/wos/woscc/summary/d3ea627f-9109-4e03-9e2f-578f4b20f7a6-0144367c51/relevance/1\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eEthics Approval\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThis research is a part and partial that was conducted under the MRECID 202133-9908 and RSCH-ID-220041-K3T approved by UMMC Ethics Board\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eAuthor Contributions Statement\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eConceptualized the study; M.Z.G. \u0026amp; M.F.R.\u003c/p\u003e\n\u003cp\u003eDesign the methodology; M.Z.G. \u0026amp; M.N.A.R.\u003c/p\u003e\n\u003cp\u003eWrite, review and editing the manuscript; M.Z.G., M.N.A.K., M.A., M.A.M., \u0026amp; M.N.A.R.\u003c/p\u003e\n\u003cp\u003eProvide critical feedback; M.N.A.R, M.H.J\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eClinical Trial Number:\u0026nbsp;\u003c/strong\u003eNot Applicable\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eFunding:\u0026nbsp;\u003c/strong\u003eNot Applicable\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eConsent to Participate, and Consent to Publish declarations\u003c/strong\u003e\u003cstrong\u003e\u0026nbsp;:\u0026nbsp;\u003c/strong\u003eAll author consent to participate and publish\u003c/p\u003e"},{"header":"References","content":"\u003col\u003e\n\u003cli\u003eAndreae, M., Shultz, J. 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