Neurodevelopmental disorders, including autism, attention-deficit/hyperactivity disorder (ADHD), and learning disabilities, manifest in the early years of development and, through their persistence, can leave long-term impacts on an individual's personal, social, academic, and occupational functioning. Evidence indicates a relatively high prevalence and an upward trend for these disorders, while extensive comorbidity among them (such as the co-occurrence of autism with intellectual disability or ADHD with learning disorders) increases the complexity of diagnosis and intervention. The core feature of these disorders is dysfunction in cognitive and neurobiological executive functions—including deficits in selective attention, working memory, inhibition, flexibility, and planning—which are accompanied by differences in brain structure and activity patterns. Despite the importance of these foundations for designing effective interventions, in Iran, the unfamiliarity with cognitive-neurobiological bases, skepticism regarding the validity of assessment tools, and the predominance of behavioral interventions have limited program effectiveness and generated unnecessary costs. Proposed strategies include identifying sensory-motor and cognitive inputs, designing a conceptual framework for cognitive functions, developing evidence-based intervention protocols and assessing clinical efficacy, training teachers and specialists, introducing validated diagnostic tests, conducting systematic reviews, and establishing a joint secretariat and think tank between the university, exceptional education, and the welfare organization to bridge research and practice.