The author presents a rationale for the study of futurism in education and analyzes the effects of significant future changes upon deaf education in the 80s. The roles that change agents play in influencing the permanence of innovations within the school are examined: advocacy, information sharing, and organizational development training. Curriculum considerations, particularly in light of the "back to basics" movement, are explored. The importance of getting all citizens involved in forecasting possible, probable, and alternative futures and in determining which of these futures are preferable is pointed out. Unmet needs in the areas of legislation are summarized. (CL)