ERIC Number: ED350765
Record Type: RIE
Publication Date: 1992-Jun
Reference Count: N/A
Workforce 2000 and the Mildly Handicapped. Identifying Emerging Issues and Trends in Technology for Special Education.
As part of a 3-year study to identify emerging issues and trends in technology for special education, this paper explores the changing nature of the workforce in relation to concurrent changes in education services for students with mild disabilities. Current trends are identified and projections for the next decade are offered, which include the decline of manufacturing and increasing trends toward a service economy, as well as changing expectations for workers in the direction of demanding higher skill levels and decreased opportunities for unskilled workers. The implications of these trends for special education suggest that it is imperative that special education participate in substantive reform and reconceptualize students with mild disabilities to avoid negative stigmatization and related economic consequences. Special educators are urged to be proactive in defining new educational standards which reflect the coming economic environment. The use of effective technology is offered as one way to enable special education students to attain higher levels of performance. A more comprehensive view of education to include adult training and retraining is also recommended. (Contains 19 references.) (DB)
Descriptors: Change Strategies, Economic Factors, Education Work Relationship, Educational Change, Educational Needs, Educational Technology, Elementary Secondary Education, Employment Opportunities, Employment Potential, Futures (of Society), Lifelong Learning, Mild Disabilities, Regular and Special Education Relationship, Social Problems, Special Education, Teacher Role, Trend Analysis
Publication Type: Information Analyses; Opinion Papers
Education Level: N/A
Sponsor: Special Education Programs (ED/OSERS), Washington, DC.
Authoring Institution: COSMOS Corp., Washington, DC.
Identifiers: Workforce 2000
Note: For related documents, see EC 301 540, EC 301 567-574.