The sudden shutdown of schools in response to the COVID-19 pandemic presented considerable difficulties for students with disabilities and their mothers. In response to this issue, countries such as Saudi Arabia took measures to develop remote learning platforms aimed at providing support specifically tailored to the needs of students with disabilities. This study aimed to evaluate the effectiveness of a distance learning platform in the Tabuk Region in the Kingdom of Saudi Arabia specifically focusing on its impact on kindergarten students with disabilities. This research employed semi-structured, virtual interviews. By conducting a comprehensive thematic analysis, two main themes were identified: challenges of accessibility and adaptability, and increasing the accessibility of distance learning. The findings indicated various challenges, including mothers struggling to manage their children's behavior during online lectures. Participants unanimously expressed the necessity for a support system that could assist parents in navigating distance learning. They emphasized the significance of collaborative efforts between teachers and parents, as well as the provision of support and guidance from educators through the distance learning platform.