This dissertation explored the challenges and adaptations made by educators and service providers in creating an inclusive virtual learning environment for students with special needs, particularly focusing on the experiences of educators working with deaf and hard of hearing (DHH) students. Grounded in the identified gaps in the literature, the research aimed to contribute to a deeper understanding of the complexities involved in adapting curriculum and instruction to a virtual format while catering to the diverse needs of special education students. The research employed a generic qualitative inquiry methodology to comprehensively explore the perspectives of actively employed certified educators and service providers working with DHH students in inclusive virtual environments. The study addressed the pressing need for insights into the experiences of educators and service providers who navigated the transition to virtual platforms, aiming to bridge the gap between typically developing peers and those with special needs. The non-probability sampling method selected 11 participants who met specific inclusion criteria, ensuring that there was a targeted representation of educators with experiences in adapting instruction for DHH students in a virtual setting. The data analysis involved a systematic approach, including transcription, reflective journaling, participant verification, coding using NVivo software, and thematic analysis. The findings revealed several key themes. Theme 1 emphasized the emotional and psychological aspects faced by educators during the shift to virtual instruction, highlighting the need for support and coping strategies. Theme 2 focused on challenges related to instruction for DHH students and the importance of continuous innovation in assistive technology and teaching practices. Theme 3 explored strategies employed by educators to navigate virtual classrooms, emphasizing organizational preparedness, adaptability, and student engagement. The subthemes consisted of personalized instruction, relationship building, effective communication, and flexibility. Theme 4 underscored the proactive measures taken by educators to accommodate diverse learning needs within the virtual environment. This included efforts to enhance accessibility, cater to specific sensory needs, and provide a multitude of virtual instructional tools with the overarching goal of ensuring equitable access to the curriculum for all students. In conclusion, this study not only enriched our understanding of virtual instruction for special needs students, specifically DHH learners, but also provided practical insights for educators and service providers. By addressing the challenges of virtual instruction and proposing effective strategies, this research contributes to the ongoing efforts to enhance virtual education experiences for diverse student populations. [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.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]