This technical brief is part of an ongoing series the Center for Learner Equity (CLE) launched in 2015 that examines the enrollment and experiences of students with disabilities in different school settings. Using the 2017-2018 U.S. Civil Rights Data Collection (CRDC) data released earlier this year, this brief focuses on specialized charter schools throughout the U.S. and how the student body and student experiences in specialized charter schools may differ from national trends. Specialized charter schools have continued to be an interest to policymakers, parents, and other education stakeholders due to potential unintended consequences for the students they serve, including restrictive settings and limited access to peer students without disabilities. [Lauren Morando Rhim, Megan Ohlssen, Paul O'Neill, Bryan Rotach, and Wendy Tucker from the Center for Learner Equity contributed to this brief. For the detailed methodology, see ED618289.]