The paper describes a multisensory technique which involves an individualized, sequential plan of instruction for the handicapped student. The multisensory technique is explained to involve three tasks in its developmental sequence--identification, naming, and writing. The technique is applied to the case of a student whose errors on the Key Math Diagnostic Arithmetic Test indicate lack of number identification skills. It is also pointed out that multisensory techniques may be used in the regular classroom on the same basis as with a small group--individually, in tutoring partners, or with the whole group; and that the techniques are non-graded, can be used in many skill areas, and stress the direct teaching style with behavioral objectives and sequentially programed academic steps. Appended materials include a list of recommended tests for pre-post evaluations, plan sheets outlining instructional steps for developing number readiness, and sample instructional sheets. (SBH)