2). Like students who have trouble acclimating themselves to life in the classroom, emotionally disabled students need the resources that the school can provide in order to make a successful life for themselves. When subject to zero-tolerance policies, they are often kicked out into areas with limited supervision and resources for their special circumstances. Without them, they have trouble continuing on a path to success. Thus, the current state of zero-tolerance policies does a disservice to emotionally disabled students through its poorly implemented status. Today, zero-tolerance policies are unfairly applied that will be likely to target emotionally disabled students if they are "problem students," and even more likely to victimize them if they are black (Eggert, 2009). Further, teachers and administrators are barred from making decisions on a case-by-case basis, even when they are the ones who know the students best, because of zero-tolerance. In addition, zero-tolerance policies may inadequately provide for emotionally disabled students, who are kicked out of school and suddenly without the resources they need in order to lead successful lives. Clearly, the safety of school students is a topic of great importance, and zero-tolerance policies are designed to teach students that certain behaviors are not acceptable in school...

While there is a place for zero-tolerance policies, they must implemented in an equal way that allows teachers to take into consideration mitigating factors, such as a disability. Not only does this make discipline in public schools fairer for emotionally disabled students, but it also creates a dialogue about society and its pressures, values, and goals.
References

Eggert, D. (2009). ACLU: Michigan's zero-tolerance law unfair to students. Retrieved August 3, 2009, from Michigan Education & School News: http://www.mlive.com/education/index.ssf/2009/06/aclu_michigans_zerotolerance_l.html

Jull, S. (2000). Youth Violence, Schools, and the Management Question: A

Discussion of Zero Tolerance and Equity in Public Schooling. Canadian Journal of Educational Administration and Policy, 17. Retrieved from http://www.umanitoba.ca/publications/cjeap/articles/jull.html

Skiba, R.J. (2000). Zero Tolerance, Zero Evidence: An Analysis of School

Disciplinary Practice. Policy Research Report. (Report No. RR-SRS2). Bloomington, in. Education Policy Center. (Eric Document Reproduction Service No. ED 469537)

Skiba, R. & Peterson, R. (1999). The Dark Side of Zero Tolerance: Can Punishment

Lead to Safe Schools? Phi Delta Kappan, 80, 1-11.