The growth of digital technologies has transformed educational models, driving the development of e-learning and distance education as accessible and flexible alternatives. However, significant challenges remain to ensure the full inclusion of students with disabilities in these digital environments. This study conducts a bibliometric review of scientific production focused on educational technologies applied to contexts of disability and inclusion, with the aim of mapping their evolution, key contributors, and dominant topics. A search was performed in the Scopus database, covering publications between 2002 and 2025. The records were refined and analyzed using bibliometric tools, including VOSviewer. A total of 293 relevant documents were identified. The temporal analysis shows sustained growth over the past 20 years, especially since 2020. The most impactful sources correspond to well-established journals in education and technology. Although several authors exhibit similar publication volumes, significant differences in citation impact are evident. The institutional analysis shows geographical dispersion, with relevant hubs in the United States, the United Kingdom, and the Philippines. Thematically, key areas include assistive technologies, accessibility, teacher competencies, and adaptive personalization. Overall, the results reveal an expanding but fragmented field, with strong thematic diversity but limited integration across pedagogical, technological, and accessibility approaches. These patterns confirm the urgency of advancing inclusive frameworks and evidence-based practices that can guide both academic and policy efforts. This work provides a structured view of the current state of research, highlighting the need to strengthen integrative frameworks, international collaborations, and empirical evidence to support effective inclusive practices in digital education.