Among the most critical pre-pandemic inequities that have not received sufficient attention is the fact that many districts are not meeting their legal and moral obligation to educate students with disabilities, which must include providing needed mental health services, behavioral supports and educationally sound interventions by well qualified staff. This is the executive summary for the report "Disabling Inequity: The Urgent Need for Race-Conscious Resource Remedies." The report has three parts. Part I demonstrates that there is a large subgroup of students with disabilities who have a right to receive supports and services but whose needs appear to be ignored in many large districts all across the nation. Part II of the report focuses on the school experiences of students with disabilities who are eligible for special education and related supports and services under the Individuals with Disabilities Education Act (IDEA) and who constitute close to 14% of all public-school students in grades K-12. Part III reviews the evidence that the pandemic is exacerbating the pre-existing inequitable conditions and concludes with recommendations for federal policymakers. [For the full report, see ED613535.]