Almost every state has experimented with charter schools to improve education outcomes for high-needs students. Charter schools operate with more autonomy and flexibility than traditional public schools, but at the expense of democratic accountability mechanisms. While this model has produced positive results, some charter schools deny access to or underenroll students with disabilities. The Individuals with Disabilities Education Act entitles all students with disabilities to a free and appropriate public education and establishes certain procedures by which students and their parents can vindicate this right, but these procedures are imperfect. This Note argues that the absence of democratic responsiveness in the charter model amplifies existing shortcomings of special education procedures, frustrating the purposes of both charter school authorization statutes and the Individuals with Disabilities Education Act. It concludes by offering suggestions for charter school authorizers and lawmakers to improve access to alternative, less-legalized mechanisms for protecting special education rights in the charter school context.