Because faculty members may be the first persons to observe a student whose academic difficulty may be caused by a disability, they should be alert to indicators of a possible disability. Eleanore Westhead, Ph.D., University of Virginia, has compiled a list of characteristics that may be indicative of a learning disability. A student who evidences a number of these characteristics should like be referred to Lynn Waldman for consultation.

• Raises good questions and gives good answers in class, but seems inadequate on paper.

• Submits quizzes, which provide acceptable or better responses to questions relating to lecture information but do not reflect reading of the required material.

• Squints a lot and/or rubs her/his eyes; stays after class to copy chalkboard.

• Asks frequently for repetitions or constantly interrupts lectures for additional explanations. Takes few notes or begs other students for notes.

• Reveals a chronic health problem, arrested drug abuse, or eating disorder.

• Seems to begin course well but later makes errors that suggest loss of initial learning.

• Confuses course assignments and/or due dates.

• Seeks extensions to extensions to extensions.

• Provides class contributions that seem peculiar or seems to make strange associations. Appears to lack common sense or asks inappropriate, perhaps even "off the wall" questions.

• Writes papers which earn appreciably higher grades on content but which are disorganized or, at least, poorly sequenced.

• Memorizes much information but fails to make appropriate associations, generalizations, or applications.

• Works with graphic materials distinctly more astutely than language-based products; or vice versa.

• Is a distraction to self or others.

• Appears "lazy," "unmotivated," or "too social" for academic success in spite of protestations that he/she studies exhaustively.

• Schedules classes around special transportation, length of time needed between classes, or participation in therapies.