<p>Individuals with intellectual and developmental disabilities (IDD) are often excluded from comprehensive sex education, resulting in limited knowledge, heightened vulnerability, and barriers to forming healthy relationships. U.S. sex education policies vary widely, with little consistency in addressing disability inclusion. This paper applies Gilbert and Terrell’s (2014) policy analysis framework alongside critical disability studies to examine sex education policies in Washington State and New Jersey. Washington demonstrates greater attention to accessibility and inclusivity for students with disabilities, though implementation challenges remain. By contrast, New Jersey’s policy lacks explicit disability-focused provisions, perpetuating systemic inequities and leaving students with IDD underserved. Findings highlight the need for policies that guarantee inclusive, developmentally appropriate sex education, ensuring that individuals with IDD are equipped with knowledge and skills to support safety, autonomy, and well-being. This analysis has implications across disciplines, underscoring the need for interdisciplinary collaboration, policy reform, and future research to advance equitable, inclusive sex education for individuals with IDD.</p>