Applying mobile neuroimaging technologies in schools and more specifically to learners with special needs, can be theoretically, methodologically, and technically challenging. This gap calls out for cross-discipline collaboration, such as psychology, physiology, education, neuroscience, etc.

Enhancing interdisciplinary collaboration can help to develop concepts and enhance practices that are scientifically and educationally beneficial for learners. Successful interdisciplinary collaboration is to create new methods of coping with learning disabilities, rather than simply enforcing neuroscience technologies in the classroom.

The potential of mobile neuroimaging technologies raises ethical concerns for data protection and privacy. It is suggested to use effective assessment tools that ensure ethical practices in education. The subject matter is particularly sensitive to learners with learning disabilities as they are already in a disadvantaged position in receiving proper education. We need to make ethical decisions on what technologies to use and how to use these technologies to benefit learners with disabilities. I suggest legislation protection enforcement while conducting or using mobile neuroimaging technologies to assist learning activities.