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This paper examines special education new-teacher perceptions about the impact of shifting from teaching children with disabilities in person to a remote learning delivery. The Covid-19 pandemic disrupted formal education and shifted special education service delivery to a 'remote modality'. Health restrictions and community lockdowns literally pushed teachers into online delivery systems beyond their own learning experiences and into their students' homes. The research methodology employed isdoi:10.56663/rop.v10i1.17 fatcat:qnq4am4j5vbarbak6fuxqjmrdu