ABSTRACT
While online learning environments had already become common in various contexts prior to the year 2020, the onset of the COVID-19 pandemic prompted a rapid shift to remote learning around the world. This has led to new insights into the implications of teacher-student relationships within such learning environments, particularly with regard to students with unique needs, such as students of English as a second language, students with a specific learning disability, and students with autism spectrum disorder. This chapter examines the impact of teacher relationships with these three groups of students in online learning environments, the challenges within that context, and recommendations for teachers serving those student populations through a review of current literature on these topics. © 2023, IGI Global.