Pedagogues are the most profiled experts in educational institutions, and their responsibilities also include working with students with disabilities. In the spring of 2020, standard classes were suspended due to the emergence of the COVID-19 virus, which marked an abrupt transition to distance learning. The goal of this research is to gain insight into the work of pedagogues during distance learning with students with disabilities. More specifically, pedagogues were interviewed about their experiences in organizing and implementing distance learning for students with disabilities. The research is based on a qualitative research methodology, and seven pedagogues from the City of Zagreb and Zagreb County participated. The results of the research show that the pedagogue's responsibilities in distance learning have changed, and the period of distance learning has been marked by the pedagogue's search for their role in education. For help and advice, they turned exclusively to colleagues in the institution and peers. Pedagogues often cooperated with parents of students with disabilities, and the intensity of cooperation with some external institutions was reduced. The cooperation with teachers was focused mostly on issues of individualized education. Pedagogues are satisfied with their work during distance learning, however, most address insufficient competence for remote work with students with disabilities and the disruption of inclusivity during the pandemic. The need to give more specific instructions for working with students with disabilities in times of crisis and a greater representation of education covering different areas of activity of pedagogues is recognized.