Public charter schools have become a bigger and bigger part of the public school landscape. Online education has also grown exponentially over the past decade. In recent years a new instructional model has emerged within the charter school community. This model is known as blended or hybrid instruction. Blended instruction involves some combination of online and face-to-face instruction. Public hybrid charter schools must allow access to all students including special education students. They are subject to the same regulations and laws as all public agencies with regard to students with disabilities. Hybrid schools also have to look at technology access issues that may be associated with students with disabilities. This study examined perceptions of how special education students are served at public charter hybrid and online schools. It asked about and compared and contrasted perceptions of satisfaction levels among various stakeholders affiliated with hybrid and online schools. Those stakeholders included special education students, parents, and staff. The study also analyzed program elements for special education students at hybrid and online charter schools. Data was gathered through online surveys, interviews, and observations at online and hybrid schools chosen from an Innosight Institute database and other sources. The Innosight Institute is a research organization dedicated to organizational improvements in education and health care. Stakeholder data was collected from five schools. Interviews and observations were collected at two of those schools. The surveys found that the vast majority of stakeholders, both general and special education, were satisfied with the overall program and preferred the online or hybrid instructional model to a traditional school. This was an expected outcome since these are schools of choice and students wouldn't attend them if they didn't perceive an advantage with the instructional model there. The two schools selected for case study yielded a great deal of information about several program options. The schools utilized five different instructional program models. Each of the models was analyzed in five key areas associated with high student achievement. The areas of analysis were the existence of differentiated instruction, the presence of highly qualified, experienced teachers, the presence of a system of constant monitoring and accountability, providing students with opportunities to demonstrate learning in various ways, and opportunities for students to interact with peers and staff. The goal of this study was to paint a picture of perceptions of the current state of special education services within the hybrid and online schools that form the study sample. Ideally, the data collected and the conclusions drawn can be used by similar schools to develop or improve their special education service delivery. The study also attempted to determine if there were explanations for the low enrollment rate of special education students in the public charter schools studied. It also attempted to identify program elements to explain why the subjects of this study seemed to be relatively satisfied with their education. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]