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School principals are ultimately responsible for ensuring the delivery of programmes and services that students with special education needs (SEN) require. The COVID-19 pandemic has disrupted the traditional delivery of these supports and principals are struggling with how to adequately support students with SEN. In this paper, I provide an overview of the ways in which principals in Ontario, Canada are attempting to direct services to students with SEN while working remotely. I consider some emerging insights into their experiences and what might be learned from a period of emergency remote learning. The conclusion provides an opportunity to consider lessons learned in other contexts and the particular need to ensure that students with SEN are central to longterm planning efforts.