65 Towards the Joint Study of Access Services and Universal Design for Learning Emmanouela Patiniotaki University College London e.patiniotaki@ucl.ac.uk Abstract Access services have been studied from various perspectives as types of Audiovisual Translation, including their role as tools for education, and foreign language learning in particular, when audiovisual material is used for learning purposes. This paper aims to introduce a research path in audiovisual accessibility, from an Audiovisual Translation point of view, and accessible education by joining the dots between Access Services and Universal Design for Learning, with the aim to propose a holistic approach to accessible learning environments. Within this context, both access services and Universal Design for Learning are seen as both functional and pedagogical tools that can be used to achieve education which satisfies the needs of all learners. The current contribution takes Subtitling for the D/deaf and the hard-of- hearing as an example of access services whose educational value has been established and investigates its potential role in an educational environment that has been based on the principles of Universal Design for Learning. Keywords: UDL, universal design for learning, AVT, audiovisual translation, accessibility, access services, SDH, subtitling for the D/deaf and the hard-of-hearing 1 Access Services in AVT and SDH in Education ‘Accessibility’ and ‘access services’ can be understood differently in various fields. Among others, accessibility is studied as a concept in architecture (Goldsmith, 1997; Imrie and Hall, 2001; Liu, 2018), public transport (Nilay Evcil, 2009; Soltani et al., 2012), tourism (Buhalis et al., 2012; Bowtell, 2015) and more. According to the online Cambridge Academic Content Dictionary (n.d.: online), accessibility is “the quality or characteristic of something that makes it possible to approach, enter, or use it”. Within Audiovisual Translation (AVT) and for the purposes of research conducted in the field, accessibility refers to access to audiovisual material, i.e. sensory access, and ‘access services’ as seen as the means to achieve it. Before looking into how access services can be incorporated in educational settings, it is important to determine their nature, and present the service used in this paper as an example of access services that can be linked to Universal Design for Learning (UDL), i.e. Subtitling for the D/deaf and the hard-of- hearing (SDH). AVT “refers to the translation of products in which the verbal dimension is supplemented by elements in other media” (Díaz Cintas, 2005: 3). Being multisemiotic, the nature of audiovisual material is complex in terms of its characteristics. In fact, Chuang (2006: 374) identifies “five semiotic modes that are most frequently represented in the film text: the spoken mode, the written