Abstract
`Learning science' has become an independent area of empirical research, which enables us to develop evidenced-based educational programs for children with developmental disorders. Here we argue the perspective of such science as being an interdisciplinary one between cognitive neuroscience and psychotherapy. We suggest the possibility that the science would serve as the basis to identify the cause of learning difficulties, to develop educational support methods to facilitate learning, and to implement these methods at schools, homes, rehabilitation centers, and other educational venues.
