This article analyzes the current situation of English language teaching (more particularly TESOL) to adults with Special Educational Needs (hereinafter SEN) in Spain from a double perspective. On the one hand, a qualitative study on teaching experiences with adult students with some type of disability is presented. The conclusions of this study shed light on the difficulties detected and the strategies implemented for teaching English. On the other hand, the resources most commonly used in the field of virtual teaching to increase and improve the skills of these students are reviewed. Finally, the authors describe an on-going European project that implements a Virtual Learning Environment (hereinafter VLE) where the principles of Universal Design are incorporated to facilitate the formative access to learning English as a second language to adult students with SEN.