I don't know, when reform of tenure happens. Asking charter schools to fix the procedure of how to investigate and fire teachers accused of something isn't their jobs. It's on that district and that union to create a more transparent, efficient and ultimately fair system. When you have teachers like Paul Chapel III, and Mark Brandt survive for decades because on the broken system LAUSD used to investigate, and the teacher union with their insistence of protecting everyone to the point where they are protecting even literal child molesters, it's a broken system.
Yeah, charters need to do a better job on this. My school only has a push in inclusion model, that means every student takes general education classes, no matter where they are in their academic and cognitive skills. I have students that before they came to my school (6-12 grades) that never set foot in a general education classroom outside of P.E. elective classes like Art. Kids that score in the bottom of 1% when taking cognitive assessments, and on the first day, they all got sent to the general education classroom. It was certainly a sink or swim situation. They're still more on the moderate on the scale on the mild-moderate-severe scale that most schools and district uses. (Which by the way, is what current trends and the modern movement of making sure as many students identified with special needs are in the general education classroom, and not separated into a more restricted environment).
I worked in settings that was Autism specific and Severe learning disabilities only, and the amount of staff and money needed to run that type of program is astounding. At one point, there was 10 adults in the room for 9 students. Even as 6 of them were aides, earning part time salary, that still meant 4 teachers earning a regular teacher salaries. That was about a quarter million of salary in that room to help those 9 students. I'm not saying it was wrong that was the teacher to student ratio in that room, I'm saying that was the reality at that school.
This school year, my school tried to create a program where a small group of students were instead eased into the general education classroom with support like emotional and social counseling, a small group aide spent with them at least in English and Math all days, and other services, this was only for 6th graders. Except, we lost our authorization with LAUSD, so we had to ship that program to another school. We were fairly lucky with that the 6th graders this year seem to be able to handle integration compared to last year group. The school the program moved it to seems to be using it as a strict separate classroom instead, which is not what the program is about.
Which brings me into my next point, as I said before, any public school has to accept any student that applies unless they hold a lottery, (which then is randomly selected among the pool, and you can place preference on existing family members, etc.), but as a family, you need to know what programs and services a school currently offers for your children to determine if it's a good fit for your family. A family that has a child with severe needs should make sure they don't put their son or daughter at a school that don't have a program set up for their student. The school will try to make it work as much as they can, but I will tell you that it doesn't end well.
Which I guess is a chicken and egg thing. A family with a child with severe needs shouldn't enter their child into a charter school that doesn't have the program they have, but a charter school needs to have those students first in order to create that program. And you might ask why don't they create that program first and then recruit students for it. I would say that requires thinking logically and planning, and good luck with that at any school where the impetus is to service your current population and not any potential population that you may have.
Here is some info from CCSA, the California Charter School Association:
http://www.ccsa.org/advocacy/special-education-adv/#tab-facts_figures