ERIC Number: ED350735
Record Type: RIE
Publication Date: 1992-Jun
Reference Count: N/A
Demographic Characteristics of the United States Population: Current Data and Future Trends. 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 examines current and future demographic characteristics of the United States population. The study stresses the importance of understanding demographic trends and their interrelationships in the effort to predict their potential influence on the special education population in the early decades of the 21st century. Characteristics and trends are identified for the following areas: age, wealth, ethnic composition, level of education, family structure, and regional population distribution. Interrelationships are discussed between: changing family structure and eventual participation of today's students in the workplace; poverty and the incidence of disabilities; increases in the minority population and special education; and increased numbers of older people and resource competition. Implications for education and special education include increased numbers of children with learning difficulties from impoverished or minority backgrounds; increased assumption by schools of responsibilities formerly carried by other social institutions; and increased needs for monetary resources for education. (Contains 42 references.) (DB)
Descriptors: Age, Demography, Disabilities, Educational Background, Educational Trends, Elementary Secondary Education, Employment Potential, Ethnic Groups, Family (Sociological Unit), Futures (of Society), Incidence, Influences, Minority Groups, Population Distribution, Population Trends, Poverty, Prediction, Resource Allocation, School Demography, Special Education, Student Characteristics, Trend Analysis
Publication Type: Information Analyses
Education Level: N/A
Sponsor: Special Education Programs (ED/OSERS), Washington, DC.
Authoring Institution: COSMOS Corp., Washington, DC.
Note: For related documents, see EC 301 567-574.