The purpose of this study was to understand special education (SPED) teachers' creativity as they integrated new technologies to teach autistic spectrum disorder (ASD) learners during the coronavirus (COVID-19) shutdowns of schools in the U.S. The theoretical orientation was the componential theory of creativity (CTC), which identifies components that can influence an individual's creative process, such as task motivation, domain-relevant skills, and creativity-relevant processes. The research question for this study was: What are the perceptions and experiences of creativity and innovation of special education teachers (SPED) who taught autism spectrum disorder (ASD) learners in online or blended classrooms during COVID-19? This was a qualitative case study. Eight SPED teachers who taught ASD learners during COVID-19 shutdowns were interviewed and provided curriculum artifacts. A thematic inductive analysis was conducted to analyze the data. Four themes were identified as a result. Theme 1 described the challenges that teachers experienced related to integrating technology, redesigning the curriculum, and responding to the online learning environment. In Theme 2, SPED teachers discussed preparations for transition to online learning, including creating personalized profiles for students, redesigning the curriculum, and integrating new technologies to support ASD learners. In Theme 3, they described their beliefs about ASD learners and how to support them in an online learning environment, including integrating technologies that provide individualization and personalization of the learning activities. Theme 4 identified the experiences of SPED teachers during the shutdown, including their efforts at self-education about technology, how they changed their interactions online to support their learners, and their redesign of the curriculum while they implemented their online classroom. These teachers' ability to modify their teaching to the sudden necessity of moving to online learning environments to meet the needs of their students required these teachers to creatively develop (a) task motivation, influenced by a lack of support, (b) domain-relevant skills, designing new curriculum to meet the needs of their students, and (c) creativity-relevant skills, changing to reflect their beliefs about student learning, to respond to the shutdowns. This study has the potential to broaden the understanding of the creativity of teachers by highlighting how these teachers used creativity to devise unique and tailored approaches to engage autistic learners through the integration of technology. Future research is recommended on teachers' adoption of innovations to consider creativity as an aspect of understanding how teachers integrate new technologies. [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.]