Although COVID-19 has undoubtedly altered the lives of most human beings, one could argue that the education of children with special needs has been drastically affected. Measures taken by governments and consequences of the pandemic per se have changed the notion of traditional education shifting it to a virtual plane. A total of 6 articles extracted from different databases were included in this systematic review. The aim was to explore the literature on special education and the development of children with special educational needs in relation to the barriers and facilitators they have encountered in coping with the pandemic. Findings show a significant difference between the number of facilitators and barriers found. The high number of barriers in the environment, activities and participation and mental functions, gives an overview of the obstacles that children with special educational needs have faced during the pandemic. Most of the barriers encountered appeared to be interrelated and have reshaped the way education is understood. To address this problem and try to overcome the challenges they pose, efforts must be made at higher levels of society, such as policies, laws, or government support, to ensure the proper development of children.