By Taher Kameli and Chathan Vemuri   The switch to virtual learning in the midst of the COVID-19 pandemic has been a process of adjustment for most grade-school students. Yet the challenge has been particularly acute for students with special needs.[1] Given the particular demands of the disabilities involved, the difficulty of providing specialized instruction via virtual schooling and the challenging priorities of parents under the stress of the pandemic (particularly if they are of lower income), grade school students with special needs are left at a disadvantage as their specialized form of instruction may not be effectively conveyed via virtual learning