Decolonising Special Educational Needs and Disabilities (SEND): A Systems Theoretical Framework for Global Inclusivity

This paper reconceptualises Special Educational Needs and Disabilities (SEND) through the lens of Niklas Luhmann's universal theory of society (Müller and Powell 1994), particularly the concepts of structural coupling and interdependency to emphasise a decolonial perspective. While SEND has traditionally been informed by Eurocentric models of disability and education, this paper argues for an epistemological shift towards recognising the experiences, epistemologies and needs of the Global South and indigenous communities. By critically engaging with international legal frameworks such as the Salamanca Statement and Framework for Action on Special Needs Education (UNESCO 1994) and the Convention on the Rights of Persons with Disabilities (CRPD) (2006), the paper highlights the limitations of existing SEND models and explores how a systems theoretical approach can better accommodate global diversity. The threefold argument focuses on how SEND can perform its educational function through structural coupling, navigate interdependencies and interpenetration with societal systems (such as economy, politics, healthcare and technology), and engage in self‐reflection to ensure systemic autopoiesis. Additionally, the paper calls for the inclusion of indigenous and Global South perspectives in SEND frameworks to address systemic inequalities and develop inclusive educational systems. Ultimately, it proposes a dynamic, decolonial re‐entry process that challenges the blind spots in SEND's self‐observation and seeks to create more equitable global policies, practices and research.