Artificial intelligence (AI) and COVID-19 have been two critical forces that have resulted in a paradigm shift in teaching and learning practices in recent times. The COVID-19 pandemic exacerbated socio-economic inequalities, particularly impacting teachers and learners, especially those with disabilities in low-income and middle-income countries. This case study, framed by the Technological Pedagogical Content Knowledge (TPACK) framework, investigates how teachers in a special school utilized AI tools (smartphones) to teach visually impaired students during the pandemic. Thirty participants, including 20 teachers (three of whom were visually impaired) and 10 visually impaired students, were purposively sampled. In-depth interviews were conducted to gather data. The findings reveal that while both teachers and students possessed some knowledge of using digital technologies for education, they lacked a nuanced understanding of digital pedagogy. The study underscores significant disparities in the digital divide, emphasizing the necessity for effective government policies, increased provision of digital resources, and ongoing professional development for in-service teachers to enhance their AI competencies in addressing pedagogical challenges.