Scholars in recent years have explored the connections between video games, literacy, and learning. Research illustrates that video games can serve as texts for engagement and analysis in English language arts classrooms. Scholars have also demonstrated how games themselves effectively integrate a complex array of learning principles that help players understand and progress in the game. In this article, we explore how recent efforts in game design to promote accessibility for differently abled gamers have implications for literacy education that can promote inclusivity and equity in English language arts classrooms. While recognizing the social construction of the concept of (dis)abilities, we explore existing literature on the video games, literacy, accessibility, and universal design for learning. We then demonstrate specific ways that video game designers promote visual, auditory, motor, and cognitive accessibility for gamers and share how literacy educators can draw upon these strategies to promote accessibility in their curriculum and instruction to help all students engage, learn, and thrive.

中文翻译：

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视频游戏的可访问性：英语语言艺术教育的概述和启示

近年来，学者们探索了电子游戏、读写能力和学习之间的联系。研究表明，视频游戏可以作为英语语言艺术课堂参与和分析的文本。学者们还展示了游戏本身如何有效地整合一系列复杂的学习原则，帮助玩家理解游戏并在游戏中取得进步。在本文中，我们探讨了最近在游戏设计中为促进不同能力的游戏玩家的可访问性所做的努力如何对能够促进英语语言艺术课堂的包容性和公平性的扫盲教育产生影响。在认识到（残疾）能力概念的社会建构的同时，我们探索了有关视频游戏、读写能力、可访问性和通用学习设计的现有文献。