Abstract
Schools in South Africa have been conceptualised in line with our democratic
vision of dignity and inclusion for all. Principals, as the main leaders in schools,
are tasked with ensuring that school environments and school culture meet these democratic ideals within the immense diversity found in our schools. Special schools present greater dimensions of diversity due to the differing needs of the learners. Principals in special schools are required to manage the diverse needs of the learners, while supporting their staff, parents and the
greater community. This study sought to explore the lived experiences of principals in managing diversity in special schools. The study was conducted in the Inland region of KwaZulu-Natal. Three special school principals participated in this inquiry. Within the qualitative approach, data was collected through narrative interviews, photographs and journal notes. The findings depicted ongoing strategies that the principals employ in managing diversity. These are grounded in a dignity based, learner centred culture. Additionally, the findings
tell of challenges in managing diversity as well as some strategies used to mitigate those challenges. While the findings give insight into leadership in special schools, recommendations made include additional development and engagement with principals on diversity management, placing greater emphasis
on the design of teacher training courses to prepare them better for special schools and the demands of special schools, more effort to support special schools regarding physical resources and infrastructure, providing special schools with additional staff and support staff and educating parents and communities on different learning and support needs.