Systematic Maps in Evidence Ecologies: How Can We Ensure Their Use?

• In Event: Equity in Education: The Role of Syntheses and Knowledge Centers in Sweden and Norway

Abstract

1. Objectives
The Knowledge Centers in Sweden and Norway use systematic maps to inform research, policy, and practice. In this paper we present a systematic map on special educational research with an inclusion perspective, and discuss how this work is part of an evidence ecology that contributes to equitable education and which linkages and relations are important within an evidence ecology to be able to make good use of systematic mapping.
2. Perspectives
A systematic map describes the nature of a field of research and provides an overview of the availability of relevant evidence for a particular policy or practice domain. It is a useful tool for curating and brokering a body of evidence, making it accessible to users, and support researchers and funders in assessing where more research is needed. This map was requested by the Ministry of Education (Norway) in advance of establishing a new Center for Special Educational Research.
3. Methods
A systematic search of peer reviewed articles and book chapters in four databases was carried out followed by an identification process (double blind) with a priori inclusion and exclusion criteria. Aims included examining the scope and types of extant empirical research, clarifying the main concepts, and identifying the research gaps in the existing literature.
4. Data sources
489 studies were identified and screened independently by two authors. After two-stage abstract and full text screening, 135 studies were selected as eligible in meeting the a priori defined inclusion criteria.
5. Results Preliminary results reveal a steady increase in number of studies on inclusive practices; from two studies in 2001 to 22 in 2020. The majority of the research is qualitative (59%), cross-sectional (85%), conducted in Sweden (30%), and investigates inclusion in compulsory education (37%). A serious gap seems to exist regarding evidence on whether inclusive practices work – only six studies covered this issue, none of which were controlled studies, and only three assessed students’ outcomes. Other areas that require more research will also be presented.
6. Scientific and scholarly significance
Through the results of this systematic map on inclusive education in the Nordic countries, we discuss the use of mapping is an effective tool in knowledge ecologies that can inform:
• users of research about the state of a research field,
• expose where few or no studies exist and where there is a concentration of research
• fine-tuned decisions about what further research would be most useful
Further, we discuss who to involve and how to involve central actors when using systematic maps as a means to strengthen research that has the potential to expose the kinds of teaching and learning processes that foster equity, disrupt systemic inequality, and deepen learning in children with special education needs.

Authors

• Serap Keles, University of Stavanger

• Dieuwer Ten Braak, University of Stavanger