This study describes the University of Connecticut's Program for Learning Disabled College Students psychoeducational evaluation process with its components for analysis of aptitude, information processing, and academic skill levels. The resulting report is used to assist students in planning a course of study and delineating support services necessary to achieve specific academic goals. Test selection and psychometric factors are discussed as are reliability, norm analysis and validity findings for the core battery of tests. Pertinent traits of learning disabled students, support services, institutions and their special education programs are discussed as factors important to the planning and counseling services rendered learning disabled students. A suggested assessment battery and an outline of assessment and planning procedures are attached. Contains 24 references. (PB)