There is already plenty of evidence of the feasibility and positive outcomes of analogue Game-Based Learning (GBL). However, its ability to pass on knowledge and values could result in further social exclusion for diverse voices and narratives if game design practices are not rethought in terms of accessibility and representation. To set a conceptual framework, the chapter explains key concepts such as inclusion, inclusivity, access, accessibility, representation and representativeness. It establishes that inclusion involves actively participating and appreciating individuals from diverse backgrounds, while inclusivity refers to the broader cultural ethos that promotes such inclusion. Access is the capacity to obtain information or engage in activities, whereas accessibility is the degree to which all people can do so. Furthermore, representation addresses how diverse groups are portrayed in media, including games and representativeness evaluates how accurately these portrayals reflect actual diversity. The chapter addresses various types of accessibility: sensory (visual and auditory), cognitive, motor, psychological and socioeconomic, as well as an intersectional lens to look into different player needs. It proposes modifications to improve accessibility, incorporating principles of inclusive game design and implementing community engagement in creative processes. In conclusion, this chapter promotes the adoption of proactive accessibility initiatives in game design, intending to consider the diverse needs of players from the very start. Continuous research and the implementation of inclusive strategies are necessary for the gaming industry and educational institutions to create games that accurately represent the diverse society we inhabit.