This descriptive study reports on the delivery of educational services to and resources for emotionally handicapped children in the city of New York. Data were gathered from observations of public and private programs and from interviews with administrative personnel from these programs. Section 1 provides an overview of the children, the law, and the system. Section 2 provides a background addressing such topics as the number of children in need of special and educational services and the programs that are available. Section 3 describes the system of identification and supportive services, covering such aspects as the organizational framework of educational programs, decentralization, identification, diagnosis, evaluation, and supportive services. Section 4 covers the public sector (Board of Education programs) focusing on special classes, pilot programs, special day schools for the socially maladjusted and emotionally disturbed, other centrally administered programs, district programs, and services for emotionally handicapped students, of high school age. Section 5 concentrates on the quasi-public sector. Conclusions included in the final section note an insufficiency of programs, the inadequate quality of services, discrimination, fragmentation, and lack of accountability. Recommendations are made in each of these areas. (AM)