Abstract
M.Ed. (Educational Management)
In this study, conflict as a management task is placed in the context OT special education and more specifically in the context of the special school. Special education makes provision Tor pupils who have an intellectual disability. They repeatedly find that they have an intellectual shortcoming and a handicap in this area. These pupils are usually pupils with a contrasting lifestyle and experience. a different emotional life and
different social adjustment. In spite of their intellectual shortcomings, the intellectually retarded pupils are persons who are able, and who should shoulder responsibility.
Such responsibilities must not be hampered by conflict; therefore provision must be made for the handling of conflict in the special school where these pupils are
educated. This study endeavours to identity the areas that have such conflict potential. Problems experienced with regard to the pupil the parent the teacher and the principal
were investigated and guidelines are proposed which can serve as an aid in the handling of conflict to ensure that intellectually retarded pupils develop their Tull potential in the unfolding of their personalities. Adequate educational management is OT great value For pupils in special schools in order to limit conflict to the minimum. The situation necessitates the management of conflict by means of a team effort initiated by the principal. The principal should be able to inspire and motivate his
staff in order to cultivate a positive attitude amongst them. A positive and harmonious relationship between the principal and his staff will lead to an open and healthy
educational climate with stimulating working conditions. Such a positive attitude will be transferred by the teacher to the pupil and this will eventually determine the Quality
of the education and teaching.