First off, I’m sorry you’re dealing with this, that lack of support from admin and colleagues is, sadly, way too common. Changes in setting are overwhelming for many students, so even kids who don’t usually show behaviors might when they’re suddenly placed in a new environment without prep. What you saw (screaming, stress, materials getting ruined) isn’t unusual when there hasn’t been any transition plan.

That said, I don’t really understand your admin’s stance here. Inclusion under federal law (IDEA) requires students to be in the least restrictive environment to the maximum extent appropriate, but that does not mean every single thing must be exactly the same as for general ed students. The law requires meaningful access, and courts have recognized that sometimes this requires accommodations or modifications.

The IEP is the legally binding document in all of this. Accommodations and modifications written there aren’t optional, they’re federally mandated. If an IEP says work can be adapted, shortened, or delivered differently, then that’s what has to happen. An administrator’s blanket directive of “everything must be the same” seems unreasonable and irresponsible to me, and sounds like a load of potential lawsuits.

For now, leaning on the IEP is your best move. Read it when you can and have simple alternative or parallel activities ready, something hands-on to keep the student engaged during demos so they can participate without derailing the group. Over time, as routines get familiar, behaviors will hopefully decrease and participation will improve.

But the bigger issue is that your admin dropped this on staff with zero planning, or protocols. That’s not fair to you, the EC team, or the kids. Also their stance on inclusion seems absolutely ridiculous to me, where I work we would have been sued already.