Responding to a few things upthread:
A diagnosis of ASD would immediately make him eligible for at least a 504 under a disability category of autism. You might more easily get a diagnosis of communication disorder, though. Of course, this still requires figuring out what accommodations he needs. Remember that 504s are for major life functions, not necessarily grade-level achievement. If his disability is restricting his access to the major life function of positive peer relationships, then the district could absolutely write a 504 plan addressing social skills, bullying, etc.
An accommodation we frequently include for kids with a different understanding of social interactions is that they should not be subjected to any disciplinary action (such as being sent to the principal's office) without the supportive involvement of their special ed/504 liaison, the adjustment counselor, guidance counselor, therapeutic support person, or school psychologist (usually up to three of these staff are listed, the specific ones depending on who has the closest trusting relationship with the student). This allows a professional with understanding of the disability in question to act as an advocate and interpreter for the child, and a coach to help them get through what is usually a very stressful experience.
And I would agree that the best placement is the one where staff are willing to relate to each child as an individual, and do for them what they need. Ignorance and skill deficits can be remedied by inservicing and coaching. Attitudes and educational ideologies cannot.
