Knowledge and Implementation of Special Educational Needs Strategies Among Primary School Teachers in Hungary: A Survey-Based Study

This study examines primary school teachers’ theoretical and practical knowledge of special educational needs (SEN) in order to identify knowledge gaps and support competency development through targeted online training. The study aims to demonstrate that teachers’ current knowledge is often incomplete and that the year of qualification does not necessarily confer an advantage, as teacher training content has remained largely unchanged over recent decades. A simple random sampling method was applied, and in spring 2023, 121 primary school teachers completed a questionnaire. Descriptive statistics were used to assess prior knowledge, while repeated measures ANOVA examined the relationships between graduation year, teaching practice during training, theoretical knowledge, and practical application. Teachers who graduated in 2010 or later were more likely to have encountered students with SEN, and 83.6% of respondents reported an increase in the number of students requiring developmental support. Significant and large differences were found in the type of advice provided (t = −9.05, p < 0.001, Cohen’s d = −1.31), with referrals to professionals occurring more frequently than recommendations of online resources. The findings underscore the need to integrate multidisciplinary competencies into teacher education to support appropriate referral practices and highlight the potential of targeted online training to enhance teachers’ preparedness for SEN education. Adequate and up-to-date training is essential for educators to effectively support children’s cognitive and learning development.