The lockdown period related to the COVID-19 pandemic has had a strong impact on the educational system in general, but more particularly on the special education system. Indeed, in the case of people with visual impairments, the regular tools relying heavily on images and videos were no longer usable. This specific situation highlighted an urgent need to develop tools that are accessible and that can provide solutions for remote teaching with people with VI. However, there is little work on the difficulties that this population encounters when they learn remotely as well as on the current practices of special education teachers. Such a lack of understanding limits the development of remote teaching systems that are adapted. In this paper, we conducted an online survey regarding the practices of 59 professionals giving lessons to pupils with VI, followed by a series of focus groups with special education workers facing teaching issues during the lockdown period. We followed an iterative design process where we designed successive low-fidelity prototypes to drive successive focus groups. We contribute with an analysis of the issues faced by special education teachers in this situation, and a concept to drive the future development of a tool for remote graphic-based teaching with pupils with VI.