When I first started working in special education (SPED), I knew that it would be a different type of challenge. I never thought that I would also work with adults who are neurodiverse. This job came with many issues that I was never taught to deal with in school, and it took much research and heart to really give the students the best resources necessary.

Like any other job, your education doesn’t stop in the classroom, and you never really stop learning about your field. Tailoring Individualized Education Programs (IEP) for students is an ongoing job that requires constant monitoring and changes.

I have worked with many students who need different types of support. However, it was only recently that I started working with a young adult who lives with a condition I had never heard of.

Young-onset dementia (YOD), also known as early-onset dementia, refers to any form of dementia that begins before the age of 65. It accounts for approximately 5–10% of all dementia cases and can start as early as age 30. The most common causes include Alzheimer’s disease, frontotemporal dementia (FTD), vascular dementia, and Lewy body dementia, though some cases result from rare genetic or metabolic disorders.

While symptoms such as memory loss, communication difficulties, and impaired judgment are typical, YOD can present differently than late-onset forms, often with early personality or behavioral changes— particularly in cases of FTD. Because dementia is unexpected in younger individuals, it is frequently misdiagnosed as depression, anxiety, or stress, leading to delays in treatment. Diagnosis typically requires neuropsychological testing, brain imaging, and specialist evaluation.

The impact of YOD is profound: individuals are often still employed, raising children, or paying off loans, and support services tend to be limited for this age group. The emotional and financial burden can be significant. According to the Alzheimer’s Association and research by Rossor et al. (2010) in “The Lancet Neurology,” early diagnosis and age-appropriate support are critical to improving quality of life and care outcomes for those affected by YOD.

Helping a college student cope with young-onset dementia (YOD)—defined as dementia diagnosed before age 65—requires an interdisciplinary and compassionate approach that supports cognitive, emotional, and social well-being.

1. Academic Accommodations:
Universities can offer academic accommodations through disability services, including extended time on tests, note-taking support, and flexibility in course loads. Individuals with YOD benefit from environmental adjustments that reduce cognitive load and improve routine predictability. 

2. Cognitive Rehabilitation:
Cognitive rehabilitation strategies, such as memory aids, electronic calendars, and organizational apps, can help students maintain daily functioning. A study by Clare et al. (2019) found that goal-oriented cognitive rehabilitation improved self-efficacy in those with early-stage dementia.

3. Peer and Emotional Support:
Social isolation can worsen cognitive decline. Facilitating peer support groups or connecting students with others facing similar challenges is essential. Van Vliet et al. (2011) emphasize the psychological burden of YOD and the need for early psychological intervention to address grief, stigma, and identity disruption.

4. Mental Health Services:
Therapy and psychiatric care are crucial. Depression and anxiety frequently co-occur with YOD, impacting academic performance and quality of life. Early mental health intervention improves coping mechanisms and emotional resilience (American Journal of Geriatric Psychiatry, 25(3): 291–300).

5. Inclusive Campus Policies:
Institutions must create dementia-inclusive environments. Dementia-friendly initiatives, such as faculty training and signage improvements, foster dignity and reduce stress for students with YOD (Clemerson et al., Dementia, 13(6): 700–717).

Support must be person-centered, emphasizing autonomy, dignity, and participation in academic and social life. Interventions should evolve in tandem with the student’s needs, promoting inclusion and psychological safety.

For decades, hundreds—if not thousands—of research papers by respected professionals have outlined the potential benefits of video games for children and adults with neurological conditions such as autism, sensory processing disorders, and even epilepsy, provided the individual is not photosensitive.

When deemed safe, individuals with epilepsy may benefit from specific types of video games, particularly those that involve puzzle-solving or survival-based gameplay. Certain forms of epilepsy are associated with memory and cognitive processing challenges, and in such cases, the brain may require more frequent stimulation than a neurotypical brain. Memory-based games, such as Dr. Kawashima’s Brain Training and Big Brain Academy, can help strengthen recall and cognitive endurance, while more complex open-world games offer continuous opportunities to exercise both memory and problem-solving skills. In fact, as one study notes, “The well-defined structural problem-solving of neuropsychological tests likely is fitted to reflect aptitude in algorithmic thinking, whereas the ill-defined and iterative problem-solving required in real-life situations draws more upon awareness and reflective thinking.”

Despite recent efforts by parents and educators to limit screen time, if a game demonstrably supports a child’s cognitive or emotional development, it should be considered part of their allowed screen time. That said, if a child prefers to use their screen time for other activities, there are alternative ways to stimulate their brain outside of gaming.

It is critical that games do not induce stress, as elevated stress levels can trigger seizures or exacerbate symptoms in children with neurological conditions. The goal is therapeutic support, not overstimulation. Games that promote exploration and critical thinking in low-pressure environments are ideal.

One example is The Legend of Zelda: Breath of the Wild. This open-world game allows players to move at their own pace, free from the stress of strict time limits or punitive consequences. If a particular challenge becomes frustrating or overwhelming, the player can simply walk away from the task or exit the game altogether without penalty. The game also offers both short-term and long-term goals, allowing players to track their progress. This structure helps develop a sense of accomplishment, sustain motivation, and cultivate planning and time-management skills over time.

From personal experience, I’ve seen video games help neurodiverse children enhance their problem-solving abilities. That said, parents must be mindful in selecting games that support growth rather than provoke frustration. Like any tool, video games can become harmful if misused—excessive screen time or gaming addiction can interfere with responsibilities and contribute to emotional dysregulation. Ultimately, it is up to each parent to evaluate whether gaming is beneficial for their child and to maintain a healthy balance.

Sometimes you just can’t do better than the best! This is my favorite!

Note: This episode aired in 1993. Some country names may be outdated, or omitted completely. It is important to remember that the world is always changing and this is a product of its time.

• Island nations: Many small island nations in the Caribbean, Pacific, and Indian Ocean are not mentioned, like Antigua and Barbuda, Dominica, Grenada, Saint Kitts and Nevis, Saint Lucia, Saint Vincent and the Grenadines, Kiribati, Maldives, Marshall Islands, Mauritius, Micronesia, Nauru, Samoa, Seychelles, Singapore, Timor-Leste, Tuvalu, Vanuatu. 
• Newly Independent States: The song was created before many newly independent states were formed, so some of these are also missing. 
• Outdated names: The song uses some outdated or inaccurate names for countries, such as “Kampuchea” for Cambodia, “Zaire” for the Democratic Republic of the Congo, and “Turkey” for Türkiye. 

Lucas was 20 years old and loved books more than anything in the world. He worked at the town library, where he helped kids find stories about dragons, space explorers, and talking squirrels. He always remembered where every book belonged—even the tricky ones!

But lately, Lucas had been forgetting little things. One day, he shelved a book about sharks in the fairy tale section. Another day, he forgot the name of his favorite story, even though he’d read it a hundred times.

One afternoon, his little cousin Emma tugged on his sleeve. “Lucas, you put The Pirate Picnic in the cookbook aisle,” she giggled.

Lucas smiled, but it was a tired smile. “I think my brain is playing tricks on me,” he said.

That week, Lucas went to a doctor. After some tests, the doctor said something surprising: “Lucas, you have early-onset Alzheimer’s disease.”

“Wait,” Lucas said. “Isn’t that something only older people get?”

“Usually, yes,” the doctor explained. “But sometimes, a person’s brain starts having memory problems much earlier. That’s called early-onset Alzheimer’s. It means your brain is having a harder time keeping track of thoughts, names, and memories. It’s not something you did—it’s just how your brain is wired.”

Lucas felt a little scared. “Will I forget everything?”

“Not all at once,” the doctor said. “And you’ll have people to help you along the way. There are ways to make things easier—notes, reminders, and friends who care.”

Lucas thought about that. The next day at the library, he started making colorful labels for the shelves and sticky notes to help him remember tasks. He also made a Memory Journal, where he wrote down funny moments, favorite book quotes, and kind things people said.

Emma helped too. “You’ll never forget who you are, Lucas,” she told him. “You’re the best book guide ever.”

And even if some memories slipped away like sand in an hourglass, Lucas knew one thing would always stay: the love of the stories—and the people—who made his life special.

The End

About Early Onset Alzheimer’s

Early-onset Alzheimer’s disease is a form of Alzheimer’s that occurs in people younger than 65, often appearing between ages 30 and 60. It accounts for less than 10% of all Alzheimer’s cases and is marked by the same symptoms as late-onset Alzheimer’s, such as memory loss, confusion, and changes in thinking and behavior—but it happens much earlier in life.

Key Facts:

• Cause: While most cases have no known cause, a small percentage are genetic—called Familial Alzheimer’s Disease (FAD)—caused by inherited mutations in one of three genes: APP, PSEN1, or PSEN2.
• Symptoms:
  • Memory loss
  • Difficulty with planning or solving problems
  • Confusion with time or place
  • Difficulty completing familiar tasks
  • Changes in mood or personality
• Diagnosis: Involves a combination of medical history, cognitive tests, brain imaging, and sometimes genetic testing.
• Treatment: There is no cure, but medications and therapies can help manage symptoms and improve quality of life.

Sources:

• Alzheimer’s Association. “What Is Early-Onset Alzheimer’s?”
• National Institute on Aging (NIA). “Early-Onset Alzheimer’s Disease”
• Mayo Clinic. “Early-onset Alzheimer’s: When symptoms begin before age 65”

In the sunny town of Maplewood, there lived a curious and kind-hearted girl named Ellie. Ellie loved to read mystery books, draw comic strips of superhero hamsters, and build elaborate forts with her best friend, Jayden.

But Ellie had something called epilepsy—a condition that made the electricity in her brain sometimes act a little wild, like a thunderstorm. Most days, Ellie felt just like any other kid. But once in a while, a seizure would happen, and that’s when her brain’s signals got mixed up.

One Monday morning, Ellie stood in front of her class for show-and-tell. “This,” she said, holding up her drawing, “is Sparkle Hamster. She’s a superhero who wears a helmet and zaps bad guys with her tail.”

The class giggled.

Then Ellie added, “And Sparkle Hamster has epilepsy, just like me.”

The room went quiet.

Ellie took a deep breath and said, “That means sometimes my brain gets too much electricity and I have a seizure. It’s not scary if you know what to do.”

Jayden raised his hand. “What should we do if you have one?”

“Great question!” Ellie smiled. “If I fall down or start shaking, don’t try to hold me. Just move stuff away so I don’t bump into anything. And tell an adult right away.”

“What happens after?” another classmate asked.

“I might feel sleepy or confused, and I might need a few minutes to rest,” Ellie said. “But I’ll be okay. And guess what? You can’t catch epilepsy. It’s not like a cold.”

Later that week, during art class, Ellie had a seizure. She dropped her paintbrush and fell to the floor. Jayden quickly remembered what to do: he moved her chair away and called for the teacher.

Ms. Torres knelt beside Ellie, keeping calm until the seizure passed. When Ellie opened her eyes, the class was quiet, but smiling.

“You were brave,” Jayden said, handing her a juice box.

Ellie sipped it and grinned. “Thanks. I’m okay.”

That afternoon, the class made posters about epilepsy awareness. They wrote things like:

• “Stay calm. Get help.”
• “You can’t catch it.”
• “People with epilepsy are awesome.”

Ellie felt proud. She might not have superpowers like Sparkle Hamster, but she had something just as powerful—friends who understood her.

And in Maplewood, that made Ellie a hero, too.

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Author’s Note for Kids: Epilepsy is a condition that affects the brain. People with epilepsy can live full, exciting lives—just like Ellie! If someone has a seizure, the best thing you can do is stay calm, move objects away, and get an adult. Learning and kindness make a big difference!