<![CDATA[This study aimed to evaluate the implementation of the adaptive sex education program at SLB Negeri Manggar, the only special needs school in East Belitung Regency, Indonesia. Despite legal mandates and the recognized vulnerability of adolescents with intellectual disabilities to sexual violence and exploitation, a significant gap exists between the policy intent and the practical, standardized delivery of adaptive sex education in special schools. Challenges such as insufficient teacher training, limited parental support, and a lack of dedicated curriculum guidelines hinder effective program implementation. Using the CIPP (Context, Input, Process, Product) evaluation model, this research focused specifically on the input (educator quality, facilities, stakeholder support) and process (integration, teaching methods, material delivery) components. A mixed-methods sequential explanatory design was employed, collecting quantitative data via questionnaires from 20 students and 20 parents, and qualitative data through in-depth interviews with five teachers and one vice-principal. Results indicate that the program is well-implemented overall (process achievement score: 80%). Educator competence and facility availability were categorized as "good," and parental support scored 75.11%. However, the study identified persistent challenges, including worn teaching aids, parents' discomfort in modeling appropriate behaviors, and the need for more consistent habituation at home. The findings confirm that while the program's structure is sound, systemic gaps in training, resource renewal, and holistic stakeholder engagement remain. This evaluation provides evidence-based recommendations for enhancing program quality, ensuring it more effectively safeguards and empowers students with intellectual disabilities.]]>
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