The development of inclusive education (IE) is arguably the biggest challenge currently facing school systems in Oman. School leadership (SL) was argued to be a determinant of organizational effectiveness and an antecedent of organizational commitment (OC), both of which are two key factors in building models of best practices. The use of ABA has become a mainstream issue due to it benefits to students and school context. Although ABA needs intensive training, yet there are contexts where the number of qualified professionals is very few. In Oman, where school abound with teachers’ complaints of the quality of students’ social and emotional learning outcomes. The current study analyses the contextual enablers and barriers that may affect the infusion of ABA principles and procedures among school teachers and Omani school psychologists as a starting phase to establish a model of best practices of ABA use in schools. The study employs a national framework of human resources and Oman 2040 vision for Omani schools to build up a framework of training teachers on ABA by professionals. The framework includes a training component and an evaluation component for diverse learners, whose outcomes can be measured in relation to school effectiveness.