Welcome to Listen
Up!, RFB&D's Bimonthly Electronic Newsletter for Members
view plain-text
version of our electronic newsletter
Issue #12,
February 2008
Index of Stories:
Introduction
In this first Listen Up!
of 2008, we offer some helpful resources for our members who are
thinking about continuing their education beyond high school and
wondering how to begin their planning, what questions to ask and
what resources are available to them.
We also congratulate all 15 winners
of RFB&D's 2007 National Achievement Awards (NAA) program
who showed extraordinary leadership, scholarship, enterprise and
service to others, and we spotlight the six top winners. In two
separate articles we share short bios of the three top winners
of the Marion Huber Learning Through Listening®
(LTL®) award for high schools seniors with
learning disabilities, and the three top winners of the Mary
P. Oenslager Scholastic Achievement Award for college seniors
who are blind or visually impaired.
Educators will also be pleased to
know that some of our recommended books in Librarian's Choice
have lessons plans that can be found at our Learning Through Listening
educator-support website www.learningthroughlistening.org.
In January, RFB&D added over 75 new lesson plans and other
tools and created two new sections, the Video Vault and the Listening
Lab to the site. More information on these updates is available
in the Have You Heard? section of Listen Up!
Have You Heard? also
lists opportunities, events and information of interest to RFB&D
members. As always, we welcome your story input — you can
e-mail any story ideas, comments or suggestions to our newsletter
editorial staff at media@rfbd.org.
For more information on submitting the name of a member for a
profile, refer to the Wanted: Your Success Stories
section in this and every edition of Listen Up!
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Continuing Education
After High School
 For
many students, the culmination of their K-12 academic career means
heading off to college. Although all students conduct extensive
research and preparation before the final college decision is
made, students with learning disabilities have several additional
steps. It can be an overwhelming process for the student and parents,
but there are several places to turn for support:
- The student's child study team members are the first source
of support available. They are the most familiar with the student's
strengths and weaknesses, and can provide valuable feedback
regarding attainable options.
- The school guidance department is another source of support,
especially for obtaining applications, college information and
general college search tips.
- The Internet is another source of information. For example:
Schwablearning.org has articles devoted to searching
for a college or university for teenagers diagnosed with learning
disabilities. [http://www.schwablearning.org/resources.aspx?g=4&s=7].
The HEATH Resource Center of the George Washington University,
Graduate School of Education and Human Development has information
for students with disabilities on educational disability support
services, policies, procedures etc. [http://www.heath.gwu.edu/].
- There are several publications available to help with your
search, including Peterson's Colleges for Students with Learning
Disabilities or ADD. [http://www.petersons.com/books/collegeld.asp].
- No matter what school you are considering, ask for more information
about its services for students with disabilities. The Association
on Higher Education and Disability (AHEAD) is another online
resource that helps students, parents and professionals become
aware of the wide range of resources that are available. [http://www.ahead.org/index.htm].
Perhaps the most important advice is to keep a positive attitude.
Dr. Loring Brinckerhoff, Director of the Office of Disability
Policy at Educational Testing Service (ETS) and consultant to
RFB&D, is a noted leader in the field of postsecondary learning
disabilities. Dr. Brinckerhoff notes, "Despite the complexities
of sorting out all the options, students should not be discouraged;
instead they should be advised to use the transition planning
experience as an opportunity to understand themselves better
and to explore the array of postsecondary choices available
after graduation."
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When And How
Should I Start Planning for College?
 Thank
you to Dr. Christy Lendman, Education and Disability Consultant
to RFB&D for providing this article and helping clarify the
college preparation process for our members with learning disabilities.
When should I start planning for college?
The earlier, the better! As a freshman, explore your interests
and abilities via career counseling. As a sophomore, research
and interview your career choices and their skills and experiences
criteria. Once you have reached junior year, you are ready to
investigate the schools that have programs to meet your career
goals. Now is a good time to take the SAT or other required entrance
exams. During the senior year, you should begin the application
process, including perfecting the entrance essay. Also investigate
the extent and types of services available for students with disabilities.
Who does all this planning?
Initially, you and the IEP and transition planning team work
together. In the end, however, you are responsible for applying
to the school, discussing your disability, and searching out the
accommodations and supports you will need.
What do I need in order to request disability services and
supports?
You will need documentation that states your disability and discusses
how your disability affects learning. Collect information about
the accommodations received in high school, including extra time
on tests and assignments, calculators, word processors, spell
checkers, separate testing, tutoring, etc. The more information
about your disability and academic history you can provide, the
better!
Where do I go with this information?
You will want to share this information with the Office for Students
with Disabilities. Check your college's directory and make an
appointment to discuss your needs.
When do I reveal my disability?
In order to receive any disability related services, discuss
your disability with the Office for Students with Disabilities.
You are not required to disclose your disability until after admission
to the college; however, some students choose to discuss their
disability with school personnel during the inquiry or admission
process.
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Announcing the
Winners of RFB&D's 2007 Mary P. Oenslager Scholastic Achievement
Award!
 Each
year, RFB&D runs a National Achievement Award program for
its members in recognition of their extraordinary leadership,
scholarship, enterprise and service to others. The Mary P.
Oenslager Scholastic Achievement Award (SAA) is given to nine
students who are college seniors and blind or visually impaired.
The success of the 2007 top three winners is celebrated at two
events; one in Washington, DC, in February when they met the first
lady, Laura Bush; and the second at a gala event in New York City
in the spring.
We also congratulate the three special honors winners —
Blake Boudreau, Deer Park, TX, Leslie Penko, Euclid,
OH, and Paul Rivetti, Granada Hills, CA, and the three
honors winners Phoebe Barkan, San Francisco, CA, Ashley
Morgan, Canal Fulton, OH, and Nooria Nodrat, Long Island
City, NY.
In this edition of Listen Up! our members have a chance to read
short biographies on each of the three top winners highlighting
why our selection committees chose these amazing students to receive
the awards.
 Juliet
Cody, Escondido, CA - Early in her adult life, Juliet started
her own family, opened a family day care business and was very
successful in providing preschool enrichment programs. Not long
afterwards, she developed retinitis pigmentosa and quickly began
to lose her eyesight. Reluctantly, she closed her center and gave
thought to a new career.
Returning to school as a student who was blind, Juliet worried
about finding a reader and completing her assignments — until
her rehabilitation counselor introduced her to RFB&D. She
remembers feelings of "joy and relief, and from that day
on RFB&D became my helmsman." Not only did receiving
our audiobooks give her independence, they helped her become an
honor student and re-establish her confidence.
In the spring of 2007, Juliet received her bachelor of arts in
communication from California State University. Juliet now plans
to continue her education in rehabilitation counseling. She also
plans to continue using RFB&D to help with her own studies
and with her mentoring and advocacy on behalf of other students
who are blind.
In the role of president, board member, speaker or group leader,
Juliet’s passion for helping her community has benefited
various Californian chapters of organizations, including Guide
Dogs for the Blind, National Federation of the Blind, and the
Disabilities Issues Advisory Committee, as well as many preschool
and high schools students and parents. In her presentations, she
recommends RFB&D and comments, "As families learn about
this resource, they all agree it is a blessing..."
 Jessie
Kirchner, Guilford, CT - Jessie, one of four surviving quintuplets,
was the first child who was blind to be mainstreamed in her public
school. With the help of assistive technology, she excelled through
her early school years. Of RFB&D's audiobooks, Jessie comments,
"There came a time during high school when I couldn't imagine
being without them. Whether skimming a hundred pages a week for
AP U.S. history; enjoying absurdist dramas in AP English, or puzzling
through a set of problems for my physics class, RFB&D's books
were indispensable to me."
In high school, Jessie performed in bands and choirs and as a
church soloist. She also advocated on behalf of the blindness
community, attending state legislative hearings, and testified
before the U.S. Senate about the benefits of a bill that would
give students who are blind access to textbooks simultaneously
with their sighted classmates.
At The College of William and Mary in Williamsburg, VA, besides
mentoring freshmen, acting in a musical, and participating in
religious groups, Jessie co-founded a campus organization to address
the concerns of students with disabilities. A restorative justice
internship in the Minnesota Department of Corrections helped reinforce
her desire to work with crime victims, offenders, their families
and communities in the conflict resolution field.
Jessie graduated with a GPA of 3.71 and is currently pursuing
a joint degree in law and social work at the University of Michigan.
She believes that RFB&D has helped give her a "superior
academic and extracurricular education. I hope to use my education
and skills for lasting community improvement and social change
on local and perhaps even national levels," she says.
 Tiffany
West, Lincoln, NE - Tiffany had few accommodations made for
her visual impairment during her early schooling — keeping
pace with her classmates was due to her sheer determination to
succeed.
It was not until her third year of college that the Commission
of the Blind in Lincoln, NE, introduced her to RFB&D. "Audio
textbooks opened my eyes to a whole new world of learning,"
says Tiffany. "It saved me not only time, but a lot of neck
and back pain as well." She comments that the physical pain
of spending hours bending closely to look at a book is often overlooked.
Not only is she determined to succeed for herself, but spends
considerable time helping others. In high school, Tiffany was
awarded the Young Women in Excellence Recognition Award and the
Friendship Home in Lincoln, which shelters abused women and children,
has also benefited from her altruism. Most recently, she has contributed
to Project SAFE and the Newlywed Project within the clinical psychology
department at the University of Nebraska-Lincoln (UNL).
Tiffany graduated with a 3.5 GPA and a bachelor of arts in psychology
from UNL. She says, "RFB&D has played a significant role
in my obtaining such a high GPA... It has made my life so much
easier and has enhanced my knowledge greatly."
Her goal is to pursue a PhD in clinical psychology and become
a therapist for victims of family violence. It seems Tiffany took
it to heart when her sixth grade teacher told her she did not
have a disability; she only had more motivation to achieve greatness.
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Announcing the
Winners of RFB&D's 2007 Marion Huber Learning Through Listening
Award!
Each
year, RFB&D runs a National Achievement Award program for
its members in recognition of their extraordinary leadership,
scholarship, enterprise and service to others. The Marion Huber
Learning Through Listening® award (LTL®) is presented
to six students who are high school seniors with learning disabilities.
The success of the 2007 top three winners is celebrated at two
events, one in Washington, DC, in February when they met the first
lady, Laura Bush; and the second at a gala event in New York City
in the spring.
We also congratulate the three special honors winners —
Kathryn Bernell, Houston, TX, Shawn Murray, Norfolk,
VA, Jonathan Naylor, Carrollton, OH, whose applications
also impressed the awards committees.
In this edition of Listen Up! our members have a chance to read
short biographies on each of the three top winners highlighting
why our selection committees chose these amazing students to receive
the awards.
 Kirsten
Amling, Santa Barbara, CA - Kirsten, like many RFB&D
members, spent many of her early years longing to be considered
"normal." She says she developed a passion for ballet
dancing as a way to express herself freely without "being
encumbered by words."
"My silent struggle to hide my slow learning made me feel
inferior and stupid," she says. In school, memorizing things
to pretend comprehension was only a temporary mask for hiding
her learning problems. Specialists later diagnosed Kirsten with
dyslexia, but told her parents she would outgrow it. Her father,
who also has dyslexia, knew differently, and when Kirsten's school
offered limited tutoring as an accommodation, her parents chose
home schooling instead.
Kirsten excelled because her parents provided the additional
accommodations she needed. In high school, when friends enrolled
in a college-level class offered at a local university, Kirsten
decided to try it also. Asking her parents for outside assistance,
they sought the help of a doctor specialized in learning disabilities
who introduced Kirsten to RFB&D.
Listening to RFB&D's audio textbooks has given Kirsten a
whole new sense of independence and success, which, in turn, gave
her the confidence to apply and get accepted to Bryan College
in Tennessee.
In addition to Kirsten's academic pursuits, she provided a home
for a guide dog puppy for 18 months, assisted in organizing and
placing 500 children on soccer teams through the American Youth
Soccer Organization, and, through her church, participated in
a mission trip to Fiji, where she helped organize and run a basketball
clinic, distributed wheelchairs, and visited hospitals and retirement
homes.
 Abby
Nash, Louisville, KY - At one point during Abby Nash’s
mother’s pregnancy, doctors noticed that Abby's fetal brain
was underdeveloped and suggested that the pregnancy be terminated.
Abby's mother ignored the advice and delivered a healthy baby
girl.
It wasn't until high school that Abby was formally diagnosed
with a Central Auditory Processing disorder, which she considers
to be a "minor setback." "I've made sure I have
not let it stop me from doing the things I love," she says.
She also acknowledges the impact of RFB&D and comments that
it has made "such a difference in my life and has contributed
to my success..."
A glance at this young woman's resumé reveals that Abby
loves leading a full and busy life! She served four years on her
high school's student government, including two years as President,
and one year as the captain of her school's field hockey team.
She has participated in fundraisers, volunteered for the local
hospice and Special Olympics, was a member of the Student Activities
Committee, and was an active member of the National Honor Society
for two years. Abby has nine academic and leadership awards to
her credit and is considering becoming a special education teacher.
She is currently enrolled at Hanover College in Hanover, Indiana.
"I know the struggles I have faced in my life are not anywhere
close to what others have, but I have made my situation work for
me to the best of my ability," she says. "I want to
give back to the community so I can show others how to make the
difficulties they face a motivator for them."
 Daniel
Steck, San Antonio, TX - Community service has dominated the
last four years of Daniel Steck's life. These experiences have
helped shape not only who he is, but who he hopes to become.
Diagnosed with dyslexia in third grade, Daniel started using
RFB&D's audiobooks on a regular basis, fueling his love of
reading. "RFB&D opened up this world for me. Unlike my
father, who also has dyslexia, I never came to dread books, but
instead saw them as doors to knowledge and adventure," he
says.
As a teen, Daniel approached life as an adventure and an opportunity
to assist others, volunteering at his church, local hospital and,
most predominantly through the Red Cross, helping at local flood
shelters, manning first aid stations, and organizing school fundraisers
and a shelter for Hurricane Katrina victims. He cooked meals and
cleaned at a Ronald McDonald House, and he has served in many
student volunteer leadership roles as well.
Daniel is currently studying mechanical engineering at Texas
A&M University, gathering the necessary prerequisites to go
on to medical school. He hopes to become an interventional cardiologist,
offering his services to the Red Cross in the future on medical
missions.
"When a student enjoys a subject, he or she will invariably
achieve great success in it," he says. "I hope to be
able to convey to others what a difference RFB&D can make
in their lives."
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Librarian's Choice
 One
of the benefits of being an RFB&D member is having access
to topic-related monthly reading lists prepared by our reference
librarian. These bibliographies may be pertinent to a current
event, specific theme or may be a collection of books sponsored
by a generous donor.
In honor of the National Education Association's Read Across
America Day (March 3) and Dr. Seuss' birthday (March 2), our March
list features titles by Dr. Seuss and other authors with birthdays
in the month of March. Lesson plans for the juvenile texts can
be found at http://www.learningthroughlistening.org.
All listings include the RFB&D shelf number, title, author,
publisher and copyright date. Juvenile titles also include the
appropriate grade level(s).
Juvenile Books
HW860
The Foot Book
Seuss. Grolier Books c1968. Grolier Book Club ed. Pre-school -
grade 3.
HX972
Hop on Pop
Seuss. Beginner Books c1991. Pre-school - grade 3.
HV463
Hooray for Diffendoofer Day!
Seuss. Knopf c1998. 1st ed. Grades K-3.
HG042
The Boy On Fairfield Street: How Ted Geisel Grew Up To Become
Dr. Seuss
Krull, Kathleen. Random House c2004. 1st ed. Grades 1-5.
GV764
Gooney Bird Greene
Lowry, Lois. Houghton Mifflin c2002. Grades 1-5.
MN971
The Butter Battle Book
Seuss. Random House c1984. Grades 2-4.
HG788
How To Eat Fried Worms
Rockwell, Thomas. Dell Yearling Book 1988,c1973. Grades 4-7. RL:
2.6.
MM241
Where The Lilies Bloom
Cleaver, Vera. HarperTriphy 1989, c1969. 1st Harper Trophy ed.
Grades 4-7.
HX431
Gossamer
Lowry, Lois. Houghton Mifflin c2006. Grades 5-9.
HX431
Gossamer
Lowry, Lois. Houghton Mifflin c2006. Grades 5-9.
College or Adult
HC778
The Cider House Rules: A Novel
Irving, John. Ballantine Books 1997, c2001. 1st Ballantine Books
trade ed.
HT681
The Collected Tales Of Nikolai Gogol
Gogol', Nikolai Vasil'evich. Vintage 1999, c1998. 1st Vintage
Classics ed.
MM949
The Complete Stories
O'Connor, Flannery. Farrar, Straus and Giroux 1999, c1971.
HP982
Everyman
Roth, Philip. Houghton Mifflin c2006.
HP755
The French Lieutenant's Woman
Fowles, John. Little, Brown and Co. 1998, c1969. 1st Back Bay
paperback ed.
HQ241
Hedda Gabler
Ibsen, Henrik. Methuen Drama 2001, c1974.
MM242
The Hitchhiker's Guide To The Galaxy
Adams, Douglas. Ballantine Books 1995, c1980. 1st Ballantine Books
ed.
MM184
On The Road
Kerouac, Jack. Penguin Books 1991, c1985.
MM836
One Hundred Years Of Solitude
García Márquez, Gabriel. Perennial Classics 1998, c1970. 1st Perennial
Classics ed.
HP865
Terrorist
Updike, John. Alfred A. Knopf c2006. 1st ed.
If you have a specific subject or research topic that you need,
please contact RFB&D Reference Librarian Betty Kline at 609-520-8031
or e-mail reference@rfbd.org.
For current and past Librarian's Choice listings, visit [http://www.rfbd.org/Rec_reading_intro.htm].
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Have You Heard?
The latest events, conferences, publications,
activities and other items of interest to RFB&D members.
Educators - start your new year at [http://www.learningthroughlistening.org]
- your expert resource for listening-focused material throughout
the year. This January, RFB&D added over 75 new lesson plans
and other tools and created two new sections, the Video Vault
and the Listening Lab. This is the perfect time to visit and view
new features and content, including new graphic organizers, interactive
listening activities and three new videos:
- Introduction to Learning Through Listening
- Learning Through Listening in Your Classroom: A Guide to Implementing
Your RFB&D Program
- Building Confidence, Building Lives (RFB&D Success Stories)
Remember to bookmark the site and stop back to see new listening-focused
resources each month, including a new monthly feature with lesson
plans related to our popular Librarian's Choice lists.
Victor Reader Stream – User Authorization Key (UAK) from
RFB&D
RFB&D is pleased to announce that we are selling a UAK for
the Victor Reader Stream at a cost of $20, plus shipping. Interested
members must purchase the Victor Reader Stream device directly
from HumanWare or a HumanWare Authorized Dealer. The UAK can be
purchased by calling RFB&D Member Services at 800-221-4792.
For more information, go to [http://www.rfbd.org]
and click on the Players and Accessories tab and go to
Browse RFB&D's Line of User Authorization Keys (UAK).
ING Financial Services Unsung Heroes – Rewarding Excellence
in America’s Schools
Deadline April 30, 2008
The ING Unsung Heroes program has helped more than one thousand
K-12 educators and their schools fund innovative classroom projects
through awards totaling more than $2.8 million.
Do you or does someone you know have a creative, unique educational
program that is helping students reach new heights? Or is there
a program you’d like to implement, if only you had the proper
funding?
Who’s Eligible?
All K-12 education professionals, whether or not they are clients
of ING, are eligible. Specifically, these individuals must be:
- Employed by an accredited K-12 public or private school located
in the United States
- Full-time educators, teachers, principals, paraprofessionals,
or classified staff with effective projects that improve student
learning
To Apply for a 2008 Award
To download an application and to receive more detailed information
about the award recipients and their winning projects, visit the
ING Unsung Heroes awards program website at: [http://www.ing.com/us/unsungheroes].
Nominate a Teacher
The U.S. Department of Education will continue to honor exemplary
classroom teachers who are successful in using innovative teaching
strategies and raising student academic achievement as the American
Stars of Teaching. One teacher from each state and the District
of Columbia will be selected as representatives of the many teachers
who are making a difference in the lives of their students.
Nominations will be accepted from January 2 through March 31,
2008. Winners will be announced in the fall.
To complete a nomination form, visit [http://www.t2tweb.us/AmStar/About.asp].
ViewPlus Technologies and American Physical Society (APS) Join
Forces
Math and Diagrams in American Physical Society (APS) Journals
to be Accessible
ViewPlus Technologies, Inc. and the American Physical Society
announced a collaborative, experimental project that will develop
cost effective, timely, streamlined procedures for converting
APS XML documents to DAISY format. All content in APS Journals,
including mathematics and figures, will be accessible.
"I am excited that the American Physical Society may be
able to offer its journals in DAISY format" says Dr. George
Kerscher, Secretary General of the DAISY Consortium. "By
offering material in the DAISY format, the APS is opening its
ranks to a whole new group of scientists with print disabilities..."
To read more, visit the DAISY website at [http://www.daisy.org/news/newsletters/planet-2008-01.shtml#a1].
NASA Unveils Cosmic Images Book in Braille
At a ceremony held on January 15, 2008, at the National Federation
of the Blind, NASA unveiled a new book that brings images taken
by its Great Observatories to the fingertips of the blind. The
Great Observatories include NASA's Hubble, Chandra and Spitzer
space telescopes.
"Touch the Invisible Sky" is a 60-page book with color
images of nebulae, stars, galaxies and some of the telescopes
that captured the original pictures. Each image is embossed with
lines, bumps and other textures. These raised patterns translate
colors, shapes and other intricate details of the cosmic objects,
allowing people who are visually impaired to experience them.
Braille and large-print descriptions accompany each of the book's
28 photographs, making the book's design accessible to readers
of all visual abilities.
For more information, visit: [http://www.nasa.gov/mission_pages/spitzer/news/spitzer-20080115.html].
White House Internship Program
The White House Internship Program provides an opportunity to
experience day-to-day life at the White House while working on
a variety of tasks and projects.
In addition to normal office duties, interns attend weekly lectures,
volunteer at special events, participate in tours, and contribute
to a community service project in the Washington, DC, area. White
House Internships are unpaid positions, and participants are responsible
for arranging their own transportation and housing. Approximately
100 interns are chosen each spring, summer and fall to participate
in this highly competitive program.
Please read the Intern Application (pdf) [http://www.whitehouse.gov/government/intern_application.pdf]
and the White House Office descriptions [http://www.whitehouse.gov/government/off-descrp.html]
carefully. Office descriptions can help you determine your areas
of interest and assist you in making an informed decision about
which offices might fit your qualifications. Interns will be selected
based on their application and demonstrated interest in public
service.
Applicants must be:
- At least 18 years of age on or before the first day of the
internship - Enrolled in an undergraduate or graduate program
at a college or university, or graduated the previous semester
- A United States citizen
Completed application materials must be submitted to Meghan Espinoza,
Intern Coordinator in the office of White House Personnel, at
intern_application@whitehouse.gov
on or before the following deadline:
Fall 2008 Internship
August 26 - December 12, 2008
Application Deadline: June 3, 2008
For further information, visit [http://www.whitehouse.gov/government/wh-intern.html].
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Wanted: Your Success
Stories
Are you an RFB&D member or educator
with an extraordinary success story to share? Or, maybe you know
someone who has successfully used RFB&D’s audiobooks
to boost their grades and self-esteem. Response to our requests
for RFB&D Success Stories in Listen Up! have been tremendous,
so please keep them coming!
Success stories should be engaging and relevant to RFB&D
members. We are especially seeking stories that discuss “before
and after” successes — how RFB&D has changed your
or someone else’s education and life. Other ideas:
- RFB&D members in the news (also include source of material
and the date)
- Best classroom practices
- Unique partnerships and collaborations
- Member profiles (teachers, students and parents)
- Hints and tips on using equipment
- Research
- Volunteers/donors doing great things for RFB&D
Please include your name, address, phone number and e-mail address
along with a paragraph explaining your idea, and e-mail your story
proposal to success@rfbd.org.
If you are suggesting a success story for yourself or someone
else, please include with your submission the contact information
for the member or school. Also, include how you found out about
this member.
All submissions are subject to the review and editing of the
Listen Up! editorial team with no guarantee of placement. Remember,
stories not selected for the next issue could be part of a future
issue.
Thanks for your help. We look forward to receiving your success
stories and your creative ideas!
Do you have a friend or colleague who may be interested in news
about RFB&D's Learning Through Listening programs and services?
Visit the following URL to send a friend or colleague a copy of
this newsletter: [http://www.rfbd.org/newsletter.htm]
Do you know?
RFB&D is a 501(c)(3) nonprofit
organization and we have no guaranteed sources of funding. The
RFB&D membership fee covers less than 20 percent of the actual
cost of providing services. RFB&D relies on the philanthropic
support of our donors from our family of RFB&D members and
parents as well as individuals, corporations, organizations and
foundations.
RFB&D opens doors to educational
opportunity for people with print disabilities of all ages. You
can be a part of someone's educational accomplishments by making
a donation to RFB&D.
You may make a secure gift to RFB&D
on our website: www.rfbd.org
or by calling toll-free 866-732-3585 or by mailing a check to:
RFB&D
Financial Development Department
20 Roszel Road
Princeton, NJ 08540
We appreciate your support!
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