NFB EQ (the National Federation of the Blind Engineering Quotient program) is a week-long summer engineering program for blind and low-vision teens from around the United States.
Last year, I got a C+ in geometry because I had trouble understanding all the pictures. At NFB EQ, I learned how to draw a cube using tactile drawing tools and now the things I was taught in geometry make more sense. I want to take the drawing techniques I learned back to use in my pre-calc class next year. — NFB EQ Student
NFB EQ is jam-packed with fun and learning. Participants spend each day engaged in activities designed to strengthen their knowledge of engineering as well as their problem solving abilities. In the evenings, participants explore the local community and participate in various recreational activities.
Throughout the week, participants will forge new friendships while increasing their self-confidence and independence.
Before the program, I didn’t know that you could use power tools to build, even if you can’t see it, you can feel it and build it just the same. I am going to tell my teachers at school that I can build things too. — NFB EQ Student
Important 2021 Program Update
This year NFB EQ will be held virtually due to the safety threat from the COVID-19 pandemic. Your health and safety remain our top priority. NFB EQ Online will be held July 5-30, Mondays, Wednesdays and Fridays from 3:00-6:00 p.m. Eastern. Participants will receive all needed materials.
Application
Applications for the 2021 NFB EQ online program are now closed.
Who Should Apply
Blind and low-vision teens enrolled in grades 9-12 during the 2020-2021 school year in the United States who are ready to learn new things, meet new people, and have an adventure this summer are encouraged to apply.
More Information
For more information, please contact us at 410-659-9314, extension 2418 or at [email protected].
NFB EQ is part of the NFB’s Spatial Ability and Blind Engineering Research Project, which is funded by the National Science Foundation.
This material is based upon work supported by the National Science Foundation under Grant No. 1712887. Any opinions, findings, and conclusions or recommendations expressed in this material are those of the author(s) and do not necessarily reflect the views of the National Science Foundation.