The starting point of this article is a figure description exercise which finds its place in a more global objective of teaching students to read scientific articles. We will describe here an adaptation of the exercise conducted for a student who is blind. Our project therefore aimed to 1) help both the student with his disability situation and his accessibility assistant, 2) document our journey to share the progress made thanks to this opportunity, 3) propose an exercise useful for all. We will first present the place of figures in the reading of a scientific article; We will then analyze strategies for describing the figures used by the accessibility assistant and the subsequent dialogue with the student-researcher; We will propose an exercise that formalizes this dialogue; Finally, we will present the observed benefits of the approach.