SCHOOL OF EDUCATION

XAVIER UNIVERSITY – ATENEO DE CAGAYAN

Corrales, Cagayan de Oro City

In Partial Fulfillment
of the Requirements for the Subject
Curriculum and Pedagogy in
Inclusive Education (ED SNG 3)

Submitted by:
Melrose A. Acobo
Lowlyn Castillo
Maikee Reyes
EDC

Instructor:
Mrs. Georgia T. Cordero

July 12, 2021

OBJECTIVES:
 TABLE OF CONTENTS:

I. GROUP MEMBERS PROFILE

a. Melrose Acobo
b. Lowelyn Castillo
c. Maikee Reyes

II. DEDICATION
III. PHILOSOPHY OF EDUCATION
IV. COMPILED CLASSROOM LAYOUT
a. Melrose Acobo’s Output
b. Lowelyn Castillo’s Output
c. Maikee Reyes’s Output

V. COMPILED UDL
a. Melrose Acobo’s UDL
b. Lowelyn Castillo’s UDL
c. Maikee Reyes’s UDL

VI. COMPILED SIX CURRICULAR DOMAINS

VII. PROPOSED LEARNING RESOURCES
VIII. REFLECTION
 GROUP MEMBERS PROFILE

Name: Melrose Acenas Acobo

Age: 20 years old
Date of Birth: March 31, 2001
Place of Birth: Salay, Misamis Oriental
Address: Blk 6 Lot 3 Southview Homes, Buena Oro, Cagayan de Oro City
Current Academic Standing: University Student (Xavier University)

Name: Lowelyn D. Castillo

Age: 19 years old
Date of Birth: July 29, 2001
Place of Birth: Cugman, Cagayan de Oro City
Address: Zone 3, Cugman, Cagayan de Oro City
Current Academic Standing: University Student (Xavier University)

Name: Maikee Ydell R. Reyes

Age: 21 years old
Date of Birth: August 15, 1999
Place of Birth: Cagayan de Oro City
Address: Blk 2 Lot 4 Phase 1-A, Xavier Heights, Subdivision, Cagayan de Oro City
Current Academic Standing: University Student (Xavier University)
 DEDICATION

The students would like to give thanks and praise to God and express
their earnest Gratitude for allowing them to continuously discover their selves
through good health, and a sound and balance to complete this study.

We also would like to thank our beloved parents for their never-ending
love and support. We are blessed to have them as our parents.

And to Mrs. Georgia T. Cordero for her patience and intellectual support,
we are thankful for the knowledge she has shared to us.
 PHILOSOPHY OF EDUCATION

Constructivism is the theory that says learners construct

knowledge rather than just passively take in information. Constructivism can be traced
back to educational psychology in the work of Jean Piaget (1896–1980) identified with
Piaget's theory of cognitive development. Piaget focused on how humans make
meaning in relation to the interaction between their experiences and their ideas. His
views tended to focus on human development in relation to what is occurring with
an individual as distinct from development influenced by other persons. Lev
Vygotsky's (1896-1934) theory of social constructivism emphasized the importance of
sociocultural learning; how interactions with adults, more capable peers, and cognitive
tools are internalized by learners to form mental constructs through the zone of
proximal development. Expanding upon Vygotsky's theory Jerome Bruner and other
educational psychologists developed the important concept of instructional
scaffolding, whereby the social or informational environment offers supports (or
scaffolds) for learning that are gradually withdrawn as they become internalized.

As people experience the world and reflect upon those experiences, they build
their own representations and incorporate new information into their pre-existing
knowledge (schemas). Many in disability studies approach disability as a culturally
constructed experience, owing its existence to the beliefs and practices built around
how any given society responds to human difference. This approach is predicated on
the belief that all knowledge is socially constructed. Disability studies take for its
subject matter not simply the variations that exist in human behavior, appearance,
functioning, sensory acuity, and cognitive processing but, more crucially, the meaning
we make of those variations. At the core of this approach to disability studies is the
philosophical concept that all knowledge is socially/culturally constructed. This is a
very powerful idea that holds tremendous potential for practical change. It has distinct
implications for the practice of identification and labeling students because it alters the
way we think about and react to student differences.
 POLICIES

General
1. Safe and well-designed school buildings and playgrounds for EVERYONE.
2. No smoking on the school premises.
3. A ban on the sale of unhealthy or harmful foods on campus.
4. Sanitation in the school will happen every before and after school hours.
5. Bullying and violent behaviors shall not be tolerated in the school premises. If
so, punishment will be provided to the students who are responsible for such
acts.
6. Promote a caring and respectful environment.
7. Alcoholic drinks are banned in the school premises.
Attendance Policy
Absences and tardiness
• 3 Lates= 1 absent
• 5 absences without excuse letters, parent, and teacher conference.
Dress Code
Acceptable
• Shirts (t-shirts, polos, button-downs)
• Pants (Khaki pants, slacks, jeans, denim, jogger pants, leggings, tights,
sweatpants)
• Shorts, skirt, dresses (no shorter than mid-thigh)
• Collared blazers, jackets, or sweatshirts
• Close-toed shoes or sandals
Unacceptable
• Skirts or shorts that are shorter than mid-thigh.
• Spaghetti straps top
• See-through shirts
• Flip-flops
COMPILED CLASSROOM LAYOUT

MELROSE ACOBO

LOWELYN CASTILLO
MAIKEE REYES
COMPILED UDL (Universal Design for Learning)

MELROSE ACOBO
LOWELYN CASTILLO
MAIKEE REYES
COMPILED SIX CURRICULAR DOMAINS
PROPOSED LEARNING RESOURCES
 REFLECTION

Melrose Acobo:

Our journey in this is quite challenging but in a good way. This course taught
me how to achieve great quality of education for students in an inclusive setting.
Inclusive education promotes diversity, the sense of better community, belongingness,
and full support in the academic aspects. The definition of curriculum is the totality of
student experiences that occur in the educational process. The term often refers
specifically to a planned sequence of instruction, or to a view of the student's
experiences in terms of the educator's or school's instructional goals. Pedagogy, most
understood as the approach to teaching, is the theory and practice of learning, and
how this process influences, and is influenced by, the social, political, and
psychological development of learners. It is important for us future special educators
to learn about the curriculum and pedagogy in inclusive education because this is our
main advocacy in our ambition, with this course it oriented me that inclusive education
grounds do not only limit in accepting students with disabilities but rather it is about
accepting everyone without exception. Regardless of their age, race, physical etc.,
Inclusive education advocates to have a better quality of education for all. The
curriculum and pedagogy in inclusive education course aids us future special
educators to tailor a SMART curriculum and pedagogy for the students. It is true that
creating a curriculum and pedagogy is critical, this determines the student’s course of
learning as to how they will be taught and what are the different targeted skills that will
be developed for the students, this also includes the grading system that is applicable
for the students. Moreover, the UDL (Universal Design for Learning) helped us to tailor
detailed learning plans for the students because this associates with specific needs of
the children. In conclusion, this course taught me how to perfectly make or provide a
quality of education for future learners. It helps us to be more critical and considerate
in our learning resources because our knowledge and skills relies on students like
them.

Lowelyn Castillo:

The Curriculum and Pedagogy in Inclusive Education (ED SNG3) course may
not be easy to succeed because you should be critical in planning and creative in
making Inclusive Classroom strategies, Universal Design for Learning (UDL), the
Least Restrictive Environment (LRE), most especially in understanding of student’s
diversities and individual differences and its barriers that hinders learning for children
with disabilities. Hence, in making Inclusive Classrooms should consider and be
mindful of the quality of the social and emotional dynamics because there is an impact
on the students with or without disabilities learning and class performances. Universal
Design for Learning (UDL) is an approach to teaching and learning that gives all
students equal opportunity to succeed, wherein the goal of this approach is to ensure
access to learning, while encouraging the development of expert learners.
Furthermore, understanding students’ diversities and differences you should also
come up with creative and effective strategies for teachings because this is crucial for
students with or without disabilities learning performances and progress. Overall, this
course will help me as a prospective educator to act as professional today and will be
a professional educator in the future that will help to provide opportunities and quality
education not just for regular students but especially for students with disabilities.

Maikee Reyes:
We all know how hard the situation nowadays because of the pandemic,
especially in the education system. We shifted from a face-to-face to an online
setting. We are affected not just in Physical Health but also in Mental Health. As a
student, I'm having a hard time coping with this new normal because there are many
temptations in my environment. The ED SNG 3, or The Curriculum and Pedagogy
in Inclusive Education, is an amazing subject. It teaches us helpful and effective
topics. UDL was introduced to us, effective assessments for Inclusive settings, and
other effective teaching strategies. It also taught us that when making a lesson plan
or activity for everyone, we should focus on the curriculum domains to have effective
accommodations and modifications for students with special needs and regular
students. This subject taught me what to do in an Inclusive Classroom Setting. But
one thing that this subject taught me that is very important for me is for us to how
important equality is.