The COVID-19 pandemic affected families' decisions about whether and where to enroll their children in public schools. We have limited evidence to date, however, on how vulnerable sub-groups, such as those with disabilities and those qualifying for special education services, were impacted. In partnership with the Virginia Department of Education (VDOE), we analyzed statewide administrative data that allow us to track individual students over time to learn how student non-structural mobility--both between schools and between districts (called "divisions" in Virginia)--may have changed in the aftermath of the pandemic's onset. We examine these changes for three groups of students: students without disabilities, students with disabilities not receiving special education services, and students with disabilities receiving services. We found that mobility among all three groups of Virginia students declined in the first full year after the pandemic's onset (fall 2020), but students with disabilities experienced larger declines than students without disabilities. In the second full year of the pandemic (fall 2021), the mobility patterns of the three groups of students diverged somewhat. While between-division mobility in 2021 was higher than in 2019 for all three groups, between-school mobility was still somewhat lower for students with disabilities (regardless of service receipt) but higher for students without disabilities. The lowest-achieving students exhibited the largest declines (or smallest increases) in mobility in 2020 and 2021 while the highest-achieving students experienced the smallest declines (or largest increases), regardless of disability or special education status. Understanding these patterns could have important implications for the efforts to support students with disabilities going forward, particularly since previous research has suggested that transferring schools tends to negatively impact learning outcomes. It also likely has implications for education funding given the connection between student enrollment, disability status, and school finance, especially if any changes are sustained.