The rapid shift to online learning exposed significant gaps in special educators' preparedness and ability to adapt instruction for students with disabilities (SWDs) effectively. The study sought to develop an in-depth understanding of these challenges to inform training, resource allocation, and support for special education teachers providing online instruction to SWDs. The community of inquiry conceptual framework was used to explain how educators could make a paradigm shift and adapt to changes in their teaching methods. The qualitative case study methodology was employed, using purposive sampling to select nine participants. Data were collected through semi-structured interviews, a focus group, and an online questionnaire. Thematic analysis was conducted using NVivo software, guided by Braun and Clarke's six-step process. Key findings revealed that special educators struggled with a lack of training, experience, and resources to effectively adapt their teaching practices for SWDs in a virtual environment. Participants unanimously reported feeling overwhelmed and ill-prepared to provide quality online learning experiences. The abrupt transition led to significant declines in student motivation and engagement. Unexpectedly, strengthened partnerships with parents emerged as a potential benefit. The findings present the urgent need for comprehensive training, resources, and support systems to equip special educators with the skills and tools necessary to provide effective, inclusive online instruction. The results contribute to advancing special education practices as they guide the development of professional development programs, strategic resource allocation, and collaborative partnerships. The insights promote the cultivation of resilient, adaptable, and inclusive educational systems capable of meeting all learners' needs amidst unprecedented challenges. This study addresses a critical gap in the literature and provides a foundation for future research and practice-based interventions to support special education teachers and SWDs in online learning environments. [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.]