Interrogating Evidence-based Practice through a Humanistic Lens
Ralf W. Schlosser, Anjali Prabhu.
Today, the notion of evidence-based practice (EBP) is shaping numerous health-care fields. Traditionally, decisions have been based on habit, expedience, convenience, preference, or clinical intuition. EBP has been defined as the integration of the best and current research evidence with expertise and relevant stakeholder perspectives in clinical practice (e.g., Schlosser, 2003). Stakeholders in the field that we examine here (Special Education) are typically parents and their children with disabilities. The marginal position of these children within the educational system informs the interventions of their parents or other advocates on their behalf. In this paper we consider the consequences of such a positioning along with the push to promote EBP. To this end, we draw upon work on minority discourses from postcolonial studies, where the question of the subaltern positioning of subjects has been the basis of the birth of this sub-discipline in the humanities.
Ralf W. Schlosser (United States)
Associate Professor in Speech-Language Pathology
Department of Speech-Language Pathology and Audiology
Ralf W. Schlosser is a tenured Associate Professor in the Department of Speech-Language Pathology and Audiology at Northeastern University in Boston, U.S.A. His research interests include the efficacy of interventions in augmentative and alternative communication for individuals with developmental disabilities, meta-analysis, and evidence-based practice.
Anjali Prabhu (United States)
(30 min. Conference Paper, English)