It is remarkable to me how many IEPs provide for reading programs that are not individualized to the student’s needs and do not produce meaningful results. A one-size-fits all approach simply doesn’t work for students with reading disabilities. What may be an otherwise perfectly acceptable reading curriculum often is inadequate to meet the individualized needs of a particular student. More and more frequently I am finding myself attending IEP meetings for students who are repeatedly failing to meet their IEP goals and am confounded by the insistence of the IEP team to continue implementing a program or curriculum that is clearly not working for the student. This posturing is denying the student access to FAPE, or a Free Appropriate Public Education. In many instances, students with specific reading disorders, such as dyslexia, are slotted into a specific reading program for intervention that isn’t even designed to address their needs. What is provided to the student is based on expediency, availability of programming in the district, and not the needs of the student.