As part a 3-year study to identify emerging issues and trends in technology for special education, this paper proposes a conceptual framework specifying critical assumptions and predictions. Specifically addressed are assumptions in the areas of future home and family programs. The United States is seen by authors quoted in this review of the literature as operating under a derivative of structure, redistribution of populations, the aging of Americans, and technological change in family life. Implications for special education program design features are discussed in terms of rationale and assumptions (i.e., increased percentages of poor and disadvantaged children, increased numbers of students with limited English proficiency, and problems of access to new technologies). New tools identified include: high bandwidth computer communications networks, intelligent tutoring system/articulate expert programs, developmental cognitive technologies, and large-scale organizational electronic interfaces. Training and professional development in special education is briefly considered including vocational training for students and professional development for teachers and related staff. (Contains 12 references.) services. (Contains 10 references.) (DB)