Education Jobs – How to Become a Special Education Teacher

Who is a special education teacher? A special education teacher is someone who is involved with teaching children with some disabilities varying from minor disabilities to major impairments. This job requires a lot of seriousness and background work.

But if you are here, then possibly you know all this already.

What you need to know is if you have what it takes to be a special education teacher. There are a few prerequisites for this job. It is expected that you have a strong sense of responsibility, are passionate about helping these children and ready to sacrifice petty issues for the greater cause.

If you think you have it in you, then here is how you can go on to fulfilling your dream.

Get Experience.

The moment you decide you are going for an education job with the special children, start getting experience. Working as a para-educator, that is working in a classroom side by side with a special education teacher as his or hr assistant is a good idea.

Get a Degree.

It is sad, but the truth is that there are few universities that offer courses in special education. Try and get into one of these if you will. Otherwise your only option is to get your bachelors’ degree in a relevant subject. This subject might vary from Math, English to smarter options like Sociology, Psychology etc.

Pick a Specific Disability to Focus on.

There are a number of disabilities. Do your research and find out which one you think you want to work with, and more importantly you will be able to work with. Teaching jobs for special children might mean teaching ones with emotional disabilities or physical. Disabilities may very from minor to moderate to severe. Impairment of speech, hearing and vision are also included as disabilities which will mean that you will need to teach yourself their language in order to communicate better.

Take the Praxis.

The Praxis II teaching examination for special education is something you will have to clear with flying colors. Different states will demand different scores for a teaching job that they might have to offer you. So plan ahead and do well in the exam.

Do an Internship.

Doing an internship in other fields and doing one in special education are different ballgames altogether. Doing an internship in special education means you will have to work full time in some classroom and will be expected to take your classes at the same time. This may sound taxing, but consider having a 2 years worth of work experience when you finish your course and it might seem a good idea. Add to it a good pay packet and there is no reason why you shouldn’t go for an internship.

Apply for a Job.

This will possibly be the easiest step yet. A teaching job in the field of special education is not hard to get provided you have followed the instructions well. Competition is less and opportunities are many. You are sure to be employed, and happily so with a very rewarding and noble profession.

What Radiology Continuing Education Means For You

Continuing education is an important part of any career in the medical field. By its very nature, the business of diagnosing, treating and preventing illnesses and injuries is a rapidly changing field. Because significant developments take place literally every day, medical professionals accept that ongoing training and education is a necessity for anyone working within the health care arena.

For radiology technologists, continuing education is necessary to ensure that job skills and knowledge are consistent with the latest findings and developments within the field and to ensure compliance with current industry best practices. Advancements in medical imaging are ongoing; and new diagnostic equipment is constantly being developed. Without ongoing training, a radiology technologist’s skills would quickly become obsolete.

Continuing your education also demonstrates a commitment on the part of the radiology technologist to providing the best possible care to patients and the most effective services to the medical community. This education is emphasized and required by two of the nation’s largest accrediting bodies and is a key component in upholding their jointly endorsed Code of Ethics. In fact, some states require technologists to complete a mandatory number of radiology continuing education courses each year in order to maintain their licenses.

So what can radiology continuing education do for you? Quite simply and most importantly, continuing your education in radiology will ensure that you are equipped to do your job. Without up-to-date skills and training in how to use the latest medical imaging equipment, you would quickly become a liability to your employer. Were you to lose your job, your outdated skills could render you non-hireable within your own field of expertise.

Radiology continuing education may also help to better position you for advancement within your current company. If you are unhappy in your current role, continued education may help you to find a better job elsewhere. According to the U.S. Department of Labor, employment in the field of radiology is expected to grow at a faster-than-average rate in the coming years, and continued education or advanced training may help you to increase your earning power and secure a position at the upper end of the pay scale.

There is a wide variety of options available for radiology continuing education, including hospital training and college degree programs. If you prefer a self-paced program, online or university correspondence courses may be the best options for you. Online programs are generally less expensive than other options and in most cases may still be counted toward state continuing education requirements for radiology technologists. Should you wish to pursue further training in order to advance your career, a continuing education loan may be available to help you manage the costs associated with your courses.

Education, Meaning, Aim and Function

The process of defining the meaning of Education is to problematize its lexicology and re-conceptualize it. An example is illustrated from real day-life. A multinational company involved in the making of advanced pharmaceutical products decides to get rid of its wastes in a cheaper manner rather then waste-treat them. They dump the wastes around the coast of a poorer African continent based on the company’s policy of maximum profits. Are the board of directors in the company educated? They are, one can assume for rhetorical comfort. An illiterate, native-tribe living in the rainforest jungles of Papua New Guinea doesn’t know the meaning of Environmental jargon: ‘Reduce, Recycle & Reuse’; yet, they conserve and sustain the environment, based on the level of skills known to them. Are the people of the rainforest uneducated just because they are illiterate?

The problems connected with narrowness of meaning called Education emerge within the contextuality of the above mentioned examples, and the conceptual difficulties involved in attempting to centre meaning upon Education is by all means complicated. So the meaning of education has to emerge from this narrowness to the broadness of meaning. In its broadness of meaning Education is the process of ‘stimulating’ the ‘person’ with Experiences, Language and Ideology, beginning from the time of birth and continuing till the time of death. This meaning of Education would give rise to the Aim, as disseminating formally, non-formally, culturally, nationally, scientifically and ritually-skills, literacy, knowledge, norm and values, as pedagogies of the institutions giving rise to the aim. This aim would be directly related to the perpetuation of that Society as an ideological structure. Aim would again determine the Function of Education The function of Education would be thus related to how meaning and aims are synchronized into processes called experience of application. The thesis statement of this paper is developed on three levels-one, the meaning of education as the stimulation of person a with language, experiences and ideology-two, aim of education being dissemination and perpetuation, and three, function, as synchronized processing.

The development of the Meaning of Education as a stimulation of a person from birth to death with language, experiences and ideology makes the person, a Being of the process as an Ontology. This process starts right from birth as affective language, for example, a mother’s cooing, to a process where the person becomes a cognitive structure, as I-the speaking subject or ego-subject. Here, the individual undergoes the norms, traditions of the society’s culture and learns to adapt and appropriate the symbolic codes of the society. Along with this process, the individual also learns to formalize his or her adaptation and appropriation to a literacy process i.e. developing skills and competencies. Thus we find that the Meaning of Education to be multi-leveled as well as multiple -oriented, through both formalist and non-formalist institutions of society. The formalist institutions which procreate the Meaning of Education are the Schools, the Government, Law and Order etc. Other formalist institutions like family, religion and native-traditions can work both openly as well as silently to orient an individual to the meaning of experience as the educated. For example a mother’s oral transmission of a folk song to the daughter is silent whereas a marriage function is a more open aspect as the performance of a culture’s pedagogy. Thus language and experiences generate the codes for that society to experience the Meaning of Education, making possible for ideologies to exist.

Thus the meaning of Education would give rise to the Aim, as disseminating formally, non-formally, culturally, nationally, scientifically and ritually-skills, literacy, knowledge, norms and values as pedagogies. Dissemination would mean the spreading of the Society’s cultural norms and values. It would also mean the spreading of Nationalism as democratic-pluralism, multiculturalism, diversity and celebration or its reverse as intolerance, authoritarianism through pedagogies; it is also the development of systematized pedagogies- promoted as theoretical and applied within the Society’s Scientific and Technocratic institutions.

The Aim of Education would be directly related to the perpetuation of that Society as an ideological structure. The contemporariness of perpetuation would answer the questions related to the aim of Education being: empowerment, sustainability, preservation, minimization, conflict resolution, creativity and innovation.

The Aim of Education as well as the Meaning of Education give rise to the Function of Education as meaning, that is the synchronized processing of Aim and Function into a materialist, operational process. Synchronization of the Meaning and Aim of education takes places at various levels action. They are Making, Transmission and Implementation and Cultural-Simulation. At the Making level, the Function of Education is connected with ‘Policy Formulation’ related to the Meaning and Aim of Education. Policy Formulation can reflect on multiple issues like development, sustainability, scientific progress, promotion of rights, dignity and culture, energy management, disaster management, peace and conflict resolution. Once policies are made they are transmitted and implemented through the society’s institutional structures like the legal system, the education system, the society’s welfare management etc. Cultural-simulation takes place both formally and non -formally as society’s religious, cultural and familial institutions. They perform many social and cultural roles within the home as well celebration or mourning for an occasion.

To conclude, it is pertinent to summarize the thesis developed that is, the Meaning of Education has been broadened to involve the stimulation of a Person, with Language, Experiences and Ideology. The Meaning of Education becomes vital to the Aim of Education as dissemination and perpetuation. The Meaning and Aim of Education becomes synchronized into the Function of education as Making, Transmission and Participation.