This research paper examines the compounded accessibility challenges faced by LGBTQ+ students within special education systems, drawing thematic insights from Becky Albertalli’s novel Simon vs The Homo Sapiens Agenda. While the novel centres on a gay teenager’s journey navigating identity, privacy, and acceptance in a mainstream high school, this study extrapolates its themes to explore the intersectional barriers encountered by LGBTQ+ youth with disabilities. Through qualitative analysis, the paper highlights how systemic inequities—such as social isolation, lack of inclusive curricula, and insufficient support structures—are exacerbated for students occupying both marginalized LGBTQ+ and disability identities. By paralleling Simon’s experiences of blackmail, closeting, and self-advocacy with documented challenges in special education (e.g., communication barriers, stigmatization), the study argues for an intersectional approach to educational accessibility. Recommendations include implementing trauma-informed policies, fostering peer mentorship programs, integrating LGBTQ+-affirming disability curricula, and training educators to address dual marginalization. The paper underscores the urgency of reimagining inclusive practices that holistically support students’ intersecting identities, ensuring equitable access to safe, validating learning environments.