The paper addresses provisions for a diagnostically based remedial component for children manifesting clear and specific learning disabilities in mathematics. A model, the interactive unit, upon which a sequential program that systematically minimizes learning disabilities on mathematics performance is introduced. It is explained that the underlying strategy is to compensate for deficits in one area (e.g., reading) upon another area (e.g., mathematics) by partialing out the effects of the deficit so that it will not effect performance in the second area. A second factor, error analysis, in the provision of a diagnostically based remedial component is also described. The results of information gathered from students in grades K-12 regarding errors discovered in mathematical computation are reviewed. A sample remedial module written for the purposes of remediating error displayed in the problem "11 + 7 = 9" is offered. (SBH)