Since the pandemic, every school district offers some form of virtual learning to student including students with disabilities with individual education plans (IEPs). Although virtual learning is common, yet, few states have policies that address special services in virtual settings. This is an exploratory mixed methods study that seeks to determine successful teacher practices for implementing accommodations in virtual settings. The results of the study suggest that applying the principles of Universal Design for Learning to instruction and providing individualized small group scheduling allows the special education teacher to meet the needs of the learner in compliance with the mandates of the individual education plan. [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://www.proquest.com/en-US/products/dissertations/individuals.shtml.]