Here's a recent Trends in Cognitive Science editorial calling for closer ties between conventional education and neuroscience.
Excerpt: "...it is surprising that teacher training does not generally include courses on scientific literacy and the brain and education..."
We would like to add another point. The roles of teachers and parents are different from neuroscientists and psychometricians. Standardized tests and cohorts can be helpful for determining general trends and making predictions, but the results are rarely used to help individual students with specific problems in learning, reading, writing, or mathematics.
More bridges are also needed between teachers and parents and clinical professionals who specifically address educational and learning interventions. There are many different types of professionals who will be contributing to this, but we hope also to see more and more neurologists discovering this field. Samuel Orton (a neurologist) was a pioneer in the biology and remediation of dyslexia (he noticed a similarity between some of the difficulties his stroke patients were having and his daughter's challenges with language), but contributions from neurologists since that time have been all too rare.
From what we can tell in the educational communities, there is great interest in RTI or Response to Intervention, but little guidance in matching specific student patterns to solutions. We hope The Mislabeled Child will help with RTI efforts.
Response to Intervention Articles & Reading Teachers