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A publicação pode ser exportada nos seguintes formatos: referência da APA (American Psychological Association), referência do IEEE (Institute of Electrical and Electronics Engineers), BibTeX e RIS.

Exportar Referência (APA) 
Cipriano, G., Carvalho, H. & Martins, SC (2026). Assessing Learning for Students with Special Educational Needs and Disabilities in Times of Disruption. Educational Assessment. 1-19
Exportar Referência (IEEE) 
G. D. Cipriano et al.,  "Assessing Learning for Students with Special Educational Needs and Disabilities in Times of Disruption", in Educational Assessment, pp. 1-19, 2026
Exportar BibTeX 
@article{cipriano2026_1776303886084,
	author = "Cipriano, G. and Carvalho, H. and Martins, SC",
	title = "Assessing Learning for Students with Special Educational Needs and Disabilities in Times of Disruption",
	journal = "Educational Assessment",
	year = "2026",
	volume = "",
	number = "",
	doi = "10.1080/10627197.2026.2654638",
	pages = "1-19",
	url = "https://www.tandfonline.com/journals/heda20"
}
Exportar RIS 
TY  - JOUR
TI  - Assessing Learning for Students with Special Educational Needs and Disabilities in Times of Disruption
T2  - Educational Assessment
AU  - Cipriano, G.
AU  - Carvalho, H.
AU  - Martins, SC
PY  - 2026
SP  - 1-19
SN  - 1062-7197
DO  - 10.1080/10627197.2026.2654638
UR  - https://www.tandfonline.com/journals/heda20
AB  - During COVID-19 lockdowns, teachers worldwide had to quickly adapt to emergency remote teaching, impacting their instruction and assessment practices. This transition resulted in increased perceived workloads for teachers. Through a moderated mediation model using data from 3675 Portuguese teachers, this study found that the relationship between teachers’ adaptation to remote teaching and their perceived workloads was mediated by instruction and assessment. Moreover, changing assessment methodologies, as proposed in an emergency assessment policy, moderated this relationship. However, for special education teachers, these changes did not moderate the relationship, suggesting that their challenges extended beyond assessment adjustments. These findings emphasize the unique difficulties faced by special education teachers and the importance of avoiding a one-size-fits-all assessment policy in future disruptive events.
ER  -