Growth Mindset, key to an optimal functioning of Resourse Centers for Inclusive Education

Abstract

OBJECTIVE: to establish the characterization of the functioning of the Resource Centers for Inclusive Education, taking into account the type of mentality presented by teachers. METHOD: the research approach was descriptive of a cross-sectional nature with a population of 91 CREI professors, located in 14 departments of Guatemala. RESULTS: it was shown that the frequent age range was from 36 to 59 years equivalent to 68.13% (N=62); the predominant gender was female with 73.63% (N=67), the Ladino/mestizo ethnic group represents 78.02% (N=71); the professionals indicated that the academic prevalence is bachelor's degree with 54.94% (N=50); had a fixed mentality of 42.86% (N=39); and after having received neurodydical strategies, the results show that 57.14% (N=52) presented a growth mentality. CONCLUSION: the growth mentality is the intelligence that prevailed in teachers, after receiving neurodydical strategies, allowed them to plan, develop and execute new learning methodologies to have a positive effect on students, on academic performance with authentic attitudes and greater self-confidence; as well as new ways of thinking and acting, this allows the educational system to be inclusive and there is greater permanence of students with special educational needs associated or not with disability.