ABSTRACT
The social inclusion of students with disabilities is addressed from a dynamic-ecological systems perspective. Through this lens, it is necessary to view the whole child in context. Building from this conceptual foundation, the Behavioral, Academic, and Social Engagement (BASE) model is presented as a classroom management framework aimed at aligning the strengths and needs of specific students with social opportunities and experiences that promote their social adaptation and inclusion in the classroom society. The delivery of the BASE model includes a professional development and consultation approach (directed consultation) and a data collection framework (the scouting report) that together focus on adapting evidence-based interventions to the developmental and contextual factors that contribute to students’ social success in the classroom. Considerations for integrating individual and peer support interventions with the BASE model are also discussed. We close with implications for practitioners and direction for future research.
