ABSTRACT
The co-authors of this chapter are both instructional designers who approach inclusive design with varied background experiences: one from academia with a focus on special education and assessment and the other from the kids’ media and educational technology industry. In this chapter, the authors describe iterative nature of inclusive design and examine: the institutional levers needed to support it; specific lessons learned from educational game and story development; and the role gameplay data and formative testing can play in measuring the impact of Universal Design for Learning (UDL) features on learning and engagement. After two years of sharing written materials and assigning UDL advisors to production teams, it became clear that the PBS KIDS UDL framework was not a turnkey approach. The slider conveys critical information about the amount of force being applied in the simulation and enables players the ability to finely calibrate it.
