Geography, with concepts such as map reading, understanding natural phenomena, climate, land resources, and human cultures, is considered an important and practical subject in general education. In special schools, teaching these concepts requires creative, multi-sensory methods that are adaptable to the cognitive, physical, and sensory abilities of students with special needs. This study examined the role of educational games in promoting the learning of geographical concepts in students with mental, physical, and sensory disabilities. It transforms understanding and lays the foundation for sustainable and enjoyable learning. Also, this method reduces anxiety, increases self-confidence, and improves social skills in students in special schools. The findings show that the use of digital, group, movement, and story-based games in geography education increases motivation, strengthens spatial understanding, improves memory, and encourages active participation of students. By creating an interactive and engaging environment, games transform abstract geographical concepts into a tangible and understandable experience, paving the way for sustainable and enjoyable learning. In addition, this method reduces anxiety, increases self-confidence, and improves social skills in students in special schools. Finally, the role of the teacher in selecting, designing, and implementing games that are appropriate for the educational goals and individual characteristics of students is crucial and can significantly improve the quality of geography education in special classes.



Keywords: Games, Geography Education, Students, Special Schools