The achievement of students with disabilities (SWDs) is not fixed. It can be dramatically improved with timely and targeted interventions. In fact, SWDs could improve at rates similar to their typically developing peers. It is no surprise, however, that the school closures from COVID-19 disrupted learning for many SWDs. This study examined the effects of a virtual professional learning network on the achievement of SWDs (n = 68). Through a Universal Design for Learning (UDL) framework, a treatment and control group of teachers (n = 16) engaged in collective learning on high-leverage instructional practices. The teachers reviewed evidence-based research, completed self-reflections, viewed training videos, and explored online learning tools designed to increase differentiated instruction and personalized learning. The teachers' self-efficacy was monitored as a driver for their learning and behavioral change. Analyses of mixed data revealed increased teacher self-efficacy following the intervention, especially for providing personalized learning. Classroom observations and online posts indicated moderate to high use of the targeted instructional practices. Repeated measures MANOVA and ANCOVA revealed significant growth in reading for the delayed-treatment group's students, suggesting that the timing of professional learning was a factor. As schools and industries rapidly move towards greater technology integration, this study's innovation offers a flexible solution for professional learning in the 21st century. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]