The coronavirus pandemic (COVID-19) spread globally in March 2020. In response to COVID-19 social distancing guidelines to curb the spread of the virus, universities were compelled to implement online teaching strategies to replace the traditional contact lectures during the first semester of the year. Within a very short period, universities had to put in place online lectures. However, students with visual or hearing impairments, physical and developmental disorders, mental disorders, and chronic diseases had difficulties to access or benefit from these online lectures. First, this paper briefly summarizes the various methods used by the universities to conduct online lectures during this time and then compares them with previous studies on the effects of online lectures. The reasonable accommodation for students with disorders as well as the benefits and disadvantages of online lectures are also outlined in the discussion. Not having to attend contact lectures is, for example, convenient for some students with disorders. In addition, students with developmental or mental disorders who typically struggle to manage their schedules or attend classes benefit from online lectures by being able to watch these at a time that suits them best. On the other hand, students with disorders reported that they were easily distracted by social networking services (SNS) and the internet while attending online lectures. Against this background, the paper makes recommendations on the ways to improve online lectures for students with disabilities.