In a classroom punctuated by the steady rhythm of braillers, secondary students in Eva P.’s class stepped into the world of Of Mice and Men—not as readers alone, but as voices living inside John Steinbeck’s characters.

The lesson, titled “Voices from the Ranch,” invited students to choose from a set of character-based prompts designed to deepen analysis and sharpen written expression. Using braillers, students wrote first-person essays from the perspectives of figures they had met in Chapter 2 of the novel, examining motivation, power dynamics, and relationships that define life on the ranch.

Some imagined Curley’s guarded first impressions. Others explored a private exchange between George and Lennie, revealing loyalty and tension beneath their bond. Slim’s quiet authority and Candy’s fear of aging and usefulness also emerged as focal points. Across all responses, students were asked to stay true to each character’s voice while grounding their ideas in specific textual details—a balance of creativity and close reading.

Essays ranged from one to two pages in braille and were written independently, reinforcing essential literacy skills alongside literary analysis. The tactile, hands-on nature of the brailler supported focus and ownership of the work. As keys pressed and lines formed, comprehension was translated into thoughtful, analytical writing.

"Students enjoy the opportunity to be creative while demonstrating their understanding of the text, making this type of activity a true win-win for us," Eva P. said. "By getting into the mind of a character, they move beyond simply identifying what happens in the story to analyzing why it happens. They must return to the text for evidence to support their interpretations of a character’s thoughts and feelings. Many shared that their favorite part was presenting their pieces to peers and the thoughtful conversations that followed."

The approach also underscored accessibility without sacrificing rigor. By pairing a classic novel with an inclusive writing task, the lesson demonstrated what visually impaired students can accomplish when given the right tools and clear expectations. The brailler became both a means of access and an instrument of independence.

More than an exercise in creative writing, “Voices from the Ranch” offered students a way to inhabit complex characters and confront enduring themes—power, vulnerability, and belonging—on their own terms. In doing so, the class showed that deep engagement with literature isn’t limited by format, but expanded by thoughtful design.

For Secondary and STRIDE students like Conner H., the OSB snack bar serves as a hands-on training ground where classroom lessons meet real responsibility.

A high school student, Conner counts money, calculates totals, and makes changes while practicing the social skills that come with serving customers. Students answer phones, manage email orders using assistive technology, and complete deliveries that strengthen orientation and mobility skills. Every shift reinforces communication, problem-solving, and the confidence that comes from doing the job yourself.

The program has expanded steadily, with cooking tasks like preparing bagels and toast returning after a pandemic pause. Students operate the toaster and coffee maker, serve hot and iced coffee, and help keep the five-day-a-week operation moving. 

Fridays bring the heaviest traffic, but the focus remains the same: Building independence through real work experience. Staffed by multiple classes, the snack bar touches nearly every area of instruction — vocational, social, academic, and travel skills — preparing students for greater autonomy beyond school.