A systems approach was used to assess, remediate, and/or develop compensatory strategies in learning disabled college students. The approach consisted of four components: an analysis of the educational task, preparation of criterion measures, preparation of behavioral objectives, and preparation of instructional sequences. A task analysis was established for one student, which was based on a history syllabus. Steps involved determining the necessary sequential tasks a nondisabled person would perform to complete the educational task, evaluating the student as to how well the task was learned, designing specific behavioral objectives for the student, and developing an individualized curriculum based on instructional sequences that met the specific needs of the learning disabled student. A copy of the student's posttest is appended. (SB)