Inclusive digital game-based language learning and teaching (DGBLLT) can refer to accessibility of games themselves, i.e. addressing issues game players may have due to differences in vision, hearing, processing, motor coordination and control, language, cognition or interaction. It can also refer to inclusion in terms of representation or with regard to welcoming environments in games or in game-related communities or activities. Teachers incorporating gaming in the language learning classroom need to consider all these forms of inclusion to avoid marginalizing or disempowering individuals or groups due to forms of difference. An inclusive gaming pedagogy also explicitly addresses the ways in which some individuals are excluded in gaming contexts due to their identities. In addition to examining these various aspects of inclusive DGBLLT, this contribution highlights the work of individuals and groups to make gaming more accessible, ensure it offers adequate representation of players and create safe spaces for players in danger of being marginalized or excluded.