Abstract
Within weeks COVID-19 compromised months of planning and transformed in-class learning to a distance learning environment to which most students and teachers were not accustomed. This resulted in the circulation of an expectations-performance gap with regards to what could be realistically implemented to further support the learning of Deaf students. This qualitative study aims to determine the reality of using distance learning to teach Deaf students throughout the crises period in Saudi Arabia and attempts to examine the optimal distance learning practices for Deaf students. 30 hearing and Deaf teachers, chosen through a stratified random sample, participated. A developed semi-structured interview was used for data collection. The collected data was analyzed through the application of content analysis. The findings revealed that despite the benefits of distance learning in developing teachers' technology skills, they encountered numerous obstacles including administrative, technical, teaching, family and personal challenges. Several educational strategies and tools were suggested to help educators facilitate Deaf learning during the crises. The study reveals the required support from the Saudi Ministry of Education to make distance learning accessible for Deaf learners.