This case study uses an institutional ethnography approach to investigate the experiences of the parents of a son who has autism spectrum disorder (ASD) as they engaged in meetings related to his progress and placement with school personnel over the course of one school year. Through an analysis of the discourse used in these meetings and documents generated by the district and the parents, the researcher highlights how administrators managed and controlled meetings and decision-making when there was disagreement over the least restrictive environment for this child. Analyses of these meetings show how the structure and wording of behavioural plans and other formal documents reinforce common stereotypes about children with ASD -- even when information is presented to suggest that such stereotypes are incorrect.