Promoting independence among children with disabilities at the Milwaukee Center for Independence (MCFI)

Abstract

The United Nations Convention on the Rights of Persons with Disabilities (UNCRPD) [1] formally and explicitly recognizes the importance of how to achieve independence for individuals with a disability. This encompasses individual autonomy, the opportunity to be actively involved in decision-making processes, and the opportunity to access the physical, social, economic and cultural environment [1]. To ensure independence is achieved, it is crucial that individuals have access to a range of opportunities and resources so that they can make meaningful choices and decisions about the management of their life and environment [2]. The Milwaukee Center for Independence (MCFI) is a nonprofit agency assisting individuals with a disability to live and work successfully in their communities. At MCFI, the concept of independence is reflected throughout the agencies many evidence-based programs and services. The purpose of this article is to describe how independence is fostered in children attending the School for Early Development and Achievement (SEDA), an affiliate of MCFI. Founded in 2002, SEDA provides early intervention services to at-risk children from grades K4 through 2nd, with a particular focus on children with early developmental disabilities. SEDA is a free public school chartered through the University of Wisconsin-Milwaukee. The intended audience for this article includes parents and families of children with early developmental disabilities, teachers, special educators, speech, occupational and physical therapists, donors and potential donors of non-profit organizations.