The phenomenon of distance education can be seen as a challenge of following modern information and communication technology, creative design of teaching and handling platforms or as a result of modernization and development of multimedia culture. Experts in the field of distance education agree that teaching attendance is a fundamental element of education. In distance education, the student’s characteristics come to the fore and the student depends the most on himself – his success at the end of the school year largely depends on his own efforts, responsibility and independence. For students with disabilities, distance learning is an additional challenge due to high demands in terms of self-regulation, metacognitive skills and motivation or concentration, but also a lack of resources, parenting and environmental support. Students with disabilities, during distance learning, are prone to regression and worsening behavior, that is, difficult progress. What is especially emphasized in this paper is the need for partnership of all ecosystems in which a child with disabilities exists: families, educational institutions (schools), educational-rehabilitation and other institutions, and their constant, intensive, regular, frequent work and interrelationship and all this to enhance the child’s full personal potential. Given that in the real world, more precisely, in the Republic of Croatia, distance learning usually takes place without the cooperation of families and teachers, and without adequate support for educational services, it can be said that the education of these students during this pandemic was partially neglected.