From Compliance to Equity: Redefining Accessibility in the Classroom
David Trend’s Journey to Accessible Teaching
When David Trend, a professor at UCI’s Claire Trevor School of the Arts, first heard the term “Digital Accessibility,” he wasn’t sure how it connected to his teaching. “I’ve always been committed to student learning,” he explained, “but accessibility sounded like something technical handled by the Disability Service Center, not instructors.” Like many faculty, he assumed that if no learner raised a concern, his course was working well enough. Still, he wondered if all of his students truly had an equal chance to engage with his instructional materials.
That curiosity led him to an open house offered by the Digital Accessibility Student Help (DASH) team at the Division of Teaching Excellence and Innovation (DTEI). He recalls walking into the first meeting with a mix of apprehension and openness. “I thought I’d be told everything I was doing wrong. Instead, it felt like a collaboration. The student staff weren’t there to criticize, but to help me see my course through new eyes.”
The experience reshaped how Professor Trend thought about his role as an instructor. Instead of viewing accessibility as a checklist, he began to see it as part of his teaching philosophy. “It hit me that accessibility is really about equity,” he reflected. “It’s about making sure no student has to work harder just to have the same chance of doing well in a course.”
As he worked with the DASH team, small but powerful realizations emerged. Adding captions to lecture videos did more than support students with hearing differences. It also helped those reviewing material in noisy environments. Writing descriptive headings in his syllabus wasn’t only for screen readers. It gave all students a clearer roadmap. “Each change opened my eyes to the hidden barriers I had unintentionally built into my class,” he admitted.
At times, the process was humbling. “I realized some of my course materials reflected habits I had carried for years, such as posting images with text inside them or using vague hyperlinks like ‘click here.’ It felt uncomfortable to acknowledge those gaps, but the DASH team made the learning feel supportive rather than corrective.”
That shift in mindset proved to be the most lasting lesson. “Now, whenever I design a PowerPoint slide, a syllabus, or an assignment, I ask myself: how will this feel for a learner who can’t see it, hear it, or process it the same way I do? That perspective has completely changed how I think about teaching.”
Today, Professor Trend encourages his faculty colleagues to see accessible teaching not as perfection but as progress. “Every step matters,” he said. “It makes my teaching stronger, and it makes my students feel seen.” All told, he sees accessibility not as an added burden, but as an expression of why he teaches: the belief that every student deserves a fair chance to learn.
About the Author
Megan Linos
Director of Digital and Online Teaching
Megan Linos is the Director of Learning Experience Design and Online Education at UC Irvine’s Division of Teaching Excellence and Innovation. She has a proven track record in cultivating faculty learning communities, advancing teaching through technology, and engaging students with digital active learning strategies. A strong advocate for inclusive teaching, she co-developed UC Irvine’s Inclusive Teaching Institute with Professor David Trend and others. In spring 2025, she launched the Digital Accessibility Student Help (DASH) team to support accessible teaching across campus. Megan’s leadership has been recognized with honors including the 2020 Dynamic Womxn of UCI Spotlight Award.
