José Morgado
Associate Professor
Biographical Note
PhD on Child Studies from University of Minho – Special Education specialization.
Assistant Professor in the Department of Educational Psychology of ISPA – Instituto Universitário.
Member of the Center for Research in Education (CIE-ISPA).
Member of the Coordinating Committee of the Doctoral Program in Education developed by ISPA – Instituto Universitário and the FCT and Nova FCSH of the Universidade Nova de Lisboa.
Regular collaborator in Initial and Continuous Training Programs for Primary and Secondary School Teachers
Consulting and participation in Intervention Projects in Education.
Regular contributor to Educational Guidance Programs for Parents.
Research and publication in the areas of inclusive education, quality in education, pedagogical differentiation, etc.
Research Interests
- Inclusive Education
- Quality and Education
- Pedagogical differentiation
Relevant Publications
- Maia, A. R.; Morgado, J. (2020). Using Sounds of Intent (SOI) to evaluate the impact of music therapy on girls with Rett Syndrome. Approaches: An Interdisciplinary Journal of Music Therapy. (First view Published – January 2020) ISSN: 2459-3338
- Neves, V., & Morgado, J. (2019). Alunos com NEE: o Processo de Transição para a Vida Pós-Escolar. In M.T. Santos, A.E. Santo, J.P. Ramalho, J.A.E. Santo, M.C. Faria, C. Almeida, L. Murta. (Orgs.), Transição para a vida adulta: percursos reais, possíveis e desejáveis (pp. 94-101). Beja: Edições IPBeja. (E-Book) ISBN: 978-989-8008-39-8
- Almeida, M- G. C; Morgado, J. (2018). Processo de Avaliação: Elaboração do Programa Educativo Individual. Fronteiras: Journal of Social, Technological and Environmental Science 6(4), 18 – 31. doi: 10.21664/2238-8869.2017v6i4
- Castro Silva, J., Amante, L., & Morgado, J. (2017). School climate, principal support and collaboration among Portuguese teachers. European Journal of Teacher Education, 40(4), 505-520. https://doi.org/10.1080/02619768.2017.1295445
- Teixeira, M. I; Morgado, J. (2016). School Participation of Students with Autism Spectrum Disorders”. Journal of Research in Special Educational Needs 16(1), 972 – 977. doi: 10.1111/1471-3802.12240