Educational practices needed to be adjusted overnight and have continued to change in the two years since the start of the COVID-19 pandemic in March 2020. This study evaluates the perspectives of various educators in three Connecticut public school districts about the provision of special education and related services, from the onset of the pandemic through the close of the 2020-21 extended school year. Professionals including central office special education administrators, building-level special education leaders, special education teachers, and related service providers participated. A hierarchical erosion lens was used to evaluate participants' responses, and to identify common themes. The findings reveal that special educators worked tirelessly and resourcefully to serve their students throughout this period. They also reveal that, while no hierarchical erosion was found to have existed between special education administrators and special education teachers or related service providers, there was a disconnect between district leaders -- i.e., superintendents and boards of education -- and those educators. The special needs of students with disabilities, particularly of those with the most significant needs, were not considered when decisions were made about when to shutter school buildings, or about when -- or how -- to bring students back to campus. While video conferencing technology was found to have had many benefits, especially in ensuring parents' participation in their children's Planning and Placement Team (PPT) meetings, it proved to be a poor substitute for in-person instruction for multiply disabled students and those with the most significant special needs. [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.]