ABSTRACT
This chapter chronicles the initial experiences of four Ontario school administrators who were tasked with leading remote learning schools when in-person learning was halted in March 2020 due to the COVID-19 pandemic. During three distinct stages of implementation, these administrators analyzed the actions, behaviours, and learning needs of educators and students. As educators became more skilled in the virtual learning environment (VLE), their focus shifted to pedagogy and assessment practices. As well, unexpected opportunities emerged. Universal design elements and private differentiation support served students with exceptionalities well. A remarkable shift happened as VLEs and educators evolved: VLEs became places for many students to thrive.
