Join roundtable discussions and rotate between ten tables of your choice every twenty minutes from 11:15 AM to 12:15 PM. Engage in thought-provoking conversations and network with diverse professionals. At 12:15 PM, enjoy the lunch buffet and continue the discussions.

By April 6, 2020, every state had mandated the closure of public school campuses in the wake of COVID-19’s widespread community transmission in the United States. These school closures challenged efforts by teachers to provide FAPE, particularly to students with Autism Spectrum Disorder (ASD), and now remote teaching and learning added to the worries. Empirical research has already begun to uncover the negative impacts the long-term school closures had on students, but little has focused on teachers’ positive approaches to minimizing negative consequences to students with ASD. How teachers of students with intellectual disabilities were able to pivot to an online teaching environment under these unique circumstances and what they were able to do to mitigate the impact of school closures on the educational, social, and behavioral development were naturally occurring questions that emerged once schools were able to resume face-to-face instruction. Using an exploratory case study design, I will explore teacher experiences while working with elementary students with ASD during the height of COVID-19 to learn what strategies, activities, and supports were helpful in providing FAPE to this vulnerable group. It is anticipated that the findings will enable school administrators, teachers, and parent to be better prepared to address the educational, social, and behavioral needs of ASD students when the “traditional” delivery of instruction is disrupted. to investigate this issue as the pandemic triggered an intermission of educational benefits to students with disabilities due to policy outcomes and understandings.