The discipline of "Psychology and Education of Exceptional Children" plays a foundational role in training specialized human resources for the assessment, diagnosis, and early intervention in neurodevelopmental, behavioral, emotional, and sensory-motor disorders. The elimination of its undergraduate program has led to a sharp decline in the country's undergraduate capacity to address the growing needs of children with special needs. The reduction of specialized manpower, the uneven geographical distribution of experts, and the reliance on personnel lacking foundational specialized training have weakened the quality of educational and rehabilitation services in organizations such as Exceptional Education and the Welfare Organization, while increasing household expenditures. Conversely, rising birth rates and the estimated high prevalence of children requiring special education underscore the imperative to expand specialized and rehabilitation services—particularly as educational programs and rehabilitation technologies evolve rapidly, demanding the continuous updating of knowledge and skills. Proposed strategies emphasize the re-establishment of the undergraduate program as the primary base for forming professional identity and practical skills, the revision and updating of curricula across all degree levels with an emphasis on practical application and localization, the implementation of geographical quota allocations for the equitable distribution of specialized personnel, and leveraging the participation of executive organizations to align academic training with the real needs of society.