At the beginning of the pandemic, Escola Profissional Amar Terra Verde provided to their students’ digital content through digital platforms. They also provided teacher training and worked for the creation of guiding principles for the organization of the new teaching modality (remote). Their priority was to ensure that all students, with special focus on students with disabilities were in permanent contact with their teachers in order to continue their learning process and avoid dropout. Their first move was a detailed inquiry of these cases, which was conducted through a telephone survey. In this first contact, the recordings concerned the conditions of internet access and the existence, or lack thereof, of technological means that the students had at their disposal to attend remote classes. Solutions were found for 27 students, six of whom did not have any computer equipment at home and no Internet access, and four of whom lived in places without access to landline or mobile Internet. Computers or tablets with mobile internet access were lent or offered to them. For the cases of students who lived in areas without access to any kind of network, the solution was to make available/deliver to their homes, personally or by mail, all the study materials in a printed format. This work was conducted in a personalized and differentiated way, articulating it with all the elements of the Pedagogical Team. Contact was made regularly during the week, in which small study manuals were delivered (by mail or personally at their homes), with a compilation of the tasks and learning activities to be conducted. During this personal and permanent contact, the students received feedback on the tasks completed in the previous week and were oriented and clarified about the tasks and learning activities they had to develop during the following week. In a second phase, the priority was no longer “to develop the cognitive skills of acquisition and understanding of these students, through oral, reading, writing and logical-abstract reasoning training.” The issues were the constant and permanent supervision and clarification of doubts that arose in the performance of learning tasks, through video calls, phone calls and the TEAMS platform.