This research article from Learning Disability Quarterly shares findings from a mixed-methods study that analyzed the current state of artificial intelligence (AI) policies that specifically address learning disabilities. As students with specific learning disabilities (SLD) have benefited from assistive and learning technologies in the classroom, the article argues that AI offers similar opportunities to support learning for students with SLD because of its possibilities for personalizing instruction and delivering immediate feedback. However, the study’s findings show that existing AI policy documents rarely include students with SLD, despite AI’s growing presence in classrooms. Furthermore, identified policies that did relate to students with SLD often failed to address security and ethical concerns with AI. The study also conducted Delphi surveys with panels of experts to propose recommendations on AI policy for students with SLD. It concluded with practical and policy suggestions focused on student AI literacy; inclusive and personalized learning; assessment and research; ethics, equity, and inclusion; and educator preparation.