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Researchers have investigated virtual learning for students with disabilities and have made recommendations including supplemental online resources for individualization and incorporating what we know works for students with disabilities, such as explicit instruction and assistive technology. Another recommendation for virtual learning, and the focus of this article, is the use of scaffolding. Since we know scaffolding is a high-leverage practice for students with disabilities, we can take what we know about scaffolding in face-to-face instruction and transform it to work in virtual settings. 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