Staring at an image and not sure how to describe it for someone who can’t see it? AI can be a great starting point. Tools like Copilot and ChatGPT can quickly generate draft alt text if you paste in the image or describe what it shows. This can be especially helpful for charts, diagrams, or complex visuals—AI is good at turning visual details into plain language so you’re not starting from a blank box.

That said, AI doesn’t know your teaching goals—or what context the image is situated in. Always review and revise AI-generated alt text before posting it. Ask yourself: Does this description support what I want students to learn? Does it avoid unnecessary detail and focus on what’s instructionally important? Think of AI as a co-author: it can draft, but you’re the editor. A quick human check ensures your alt text is accurate, meaningful, and genuinely accessible.

One-sentence check: If I read this aloud to a student who can’t see the image, would it give them the same understanding I expect from everyone else?

Some AI Alt text tools:

• World Campus Image Description Specialist
• Arizona State’s Image Accessibility Creator

Did you know that how you share readings can make a big difference for accessibility?

Instead of uploading a PDF directly into your course, link to the library’s version of the resource whenever possible. This small shift has big benefits for students—especially those who use screen readers or other assistive technologies.

Why library links are more accessible

• Better compatibility with assistive technology: Library-hosted articles are often available in multiple formats (HTML, EPUB, accessible PDFs).
• Up-to-date accessibility improvements: Libraries routinely remediate and improve access—your uploaded PDF won’t benefit from those updates.
• No duplicate barriers: Scanned or image-only PDFs can create unnecessary obstacles that students must request accommodations to overcome.
• Reliable access: Durable links ensure students can access materials on- or off-campus without broken links.

How to build a durable, accessible library link

1. See the library’s page on building durable links for specific instructions for each of their databases.
2. If the instructions tell you to use the link tool widget, simply add the following to the URL as instructed: 
   https://ezaccess.libraries.psu.edu/login?url=
3. If the instructions say to use the DOI, use this format and paste the DOI number at the end: 
   https://ezaccess.libraries.psu.edu/login?url=https://doi.org/ 

That’s it! You’ve just created a durable, accessible link that works seamlessly for students.

Imagine sitting in a classroom, surrounded by your peers, when the words spoken by the instructor seem to blur together, making it nearly impossible to grasp what’s being said. For some students, this is a daily reality—not because they can’t hear, but because their brains process sounds differently. Some students have auditory processing disorder (APD)—an invisible disability that makes it difficult to interpret spoken information, even though their hearing is perfectly normal.

In lecture-heavy courses, this can mean students miss key points, struggle to follow rapid discussions, or need extra time to process verbal instructions.

What helps (and benefits everyone):

• Share slides or outlines before class
• Provide captions for videos and recorded lectures
• Pair verbal instructions with written directions
• Pause briefly (3-5 seconds is optimal) after asking questions
• Summarize key takeaways out loud and in writing

These small shifts reduce cognitive load, support students with APD, and make learning more accessible for multilingual learners, students attending remotely, and anyone navigating a noisy or stressful day.

View this video to experience what it’s like to have APD (be sure to turn on the sound!)

Let’s shine a light on invisible disabilities—the kinds you might not notice immediately, but that profoundly shape how people experience the world. This week, we’re diving into dyslexia, exploring what it’s really like and how small changes can make a big difference.

Acsesbiltiy Tip: Dyselxia and Raeding Expreince For smoeone wtih dyselxia, raeding can fele like tyring to raed wihle the letetrs keep dancnig and swapnig palces—liek a movnig pzzule you hvae to slove eevry tmie.

Imagine opening a book and, instead of the words staying put, the letters begin to dance and switch places. For someone with dyslexia, reading often feels like a never-ending puzzle, where the text seems to play tricks on your eyes.

Letters may seem to swap places, words blur together, or the text feels overwhelming and exhausting to process. Even everyday reading—like an email or a sign—can become a real workout for the brain. But there are simple ways to help.

To make reading easier:

• Choose clear, sans-serif fonts (think Arial or Verdana) for smoother reading.
• Skip the justified text; left-aligned paragraphs are friendlier to the eyes.
• Use ample spacing between lines and paragraphs—it’s like giving each word room to breathe.
• Offer text-to-speech options or audio alternatives to make content accessible in different ways—Office’s browser-based immersive reader and Canvas’s immersive reader can be a real help to these students.

Small changes like these can turn struggle into success, making your writing welcoming and readable for everyone.

Want to "experience" dyslexia? Check out this short (0:34) video from YouTube. 

Trouble clicking on the video? Go to the original on YouTube!

Think your PowerPoint slides are good to go? Not so fast! If your text isn’t showing up in Outline View, it might be invisible to screen readers—and that’s a big accessibility miss. Switch to View > Outline View to see what assistive technologies will actually read. If some of your content is missing, it’s probably stuck in a floating text box instead of a proper placeholder. And if it’s not in a placeholder, it’s not accessible.

In the above image, you see that slides 5-7 al have text on them in normal view, but in outline view, slides 6-7 only have a title.