Background and objective: One of the most decisive pedagogical consequences of the COVID-19 pandemic is the imposed distance education, which made it especially difficult to educate and care for students with learning disabilities. The goal of the present study is to examine the impact of the epidemiological situation on teaching students with learning disabilities and to illustrate the alternative methods and support mechanisms used by the special educators during the pandemic. Sample and method: n = 134 special education teachers were interviewed by questionnaire. Their answers were analysed with the SPSS statistical program. In remote teaching special education teachers used multiple ways of communication in different types of settlements. According to the educators asked, there are quantitative and qualitative differences in the learning of students with learning disabilities during distance education, compared to attendance education. Educators reported various difficulties during distance education (eg. lack of info-communication tools, inability/difficulty of their usage, loss of motivation, impersonality, contact difficulties, isolation, etc.), and we also collected alternative solutions that special education teachers used to overcome learning/teaching difficulties.