Nearly one in five New York City public school children is diagnosed with a disability, making them eligible to receive special education services. These students are diverse in terms of their skills, abilities, and background characteristics. Historically, students with disabilities have had less access to learning opportunities and lower academic outcomes than their general education peers. Furthermore, disabilities frequently overlap with other vulnerabilities. Some groups of students-- including boys, students of color, and those living in poverty--are overrepresented in special education, both locally and nationally. Understanding who students with disabilities are and where they are being served is a first step toward improving their educational experiences and outcomes. This brief presents a snapshot of the landscape of special education in New York City, exploring the background characteristics of students with disabilities, the settings in which they are served, and their engagement with school as indicated by attendance and suspension rates. It focuses on variation associated with race and ethnicity, poverty, and gender, as well as placement in special classrooms that are segregated from general education students. The brief highlights patterns the author believes are most salient because they point to problems that may be addressed through policy or practice, successes that can be built on, or areas where more information needs to be gathered about the causes and consequences of disparities.