The path towards web accessibility in educational setting has proved to be a challenging one. Accessibility has been considered too hard to achieve and the accessibility standards requirements have been considered too difficult to meet. As a result, digital education resources have limited or no accessibility features. Digital Education Games represent a telling example of how problematic accessibility remains. However, statistics shows how critical digital accessibility is. Access to education should be provided to every individual, regardless of their disabilities, including their cognitive disabilities. Cognitive disorders include individuals with mild to severe dyslexia, with attention-deficit disorders, such as ADD or ADHD, and anyone with an information-processing disorder. This paper tackles the design of accessible games and presents examples of serious games created for learners with cognitive disabilities. The research target games as most games are applications delivered as such, with limited or no customization features that address specific accessibility-related player needs. The design process presented herein considers the fact that some learners respond better to audio and visual cues, while others get distracted by the visual elements of videos, or might have issues with auditory processing. In this context, the authors discuss the need for maintaining consistent user experiences across the digital learning activities, as well as the necessity to provide more flexible applications, including games, that include a least basic customization features that teacher can use to adapt a game to specific, critical learner needs.

customization; neurodevelopmental disorders; serious games; INCLUDEME