• Hierarchy of control zones Despite the proposed public/private interfaces, and proposed porosity of campus to achieve reverse inclusion, it is paramount to put the safety and security of students above all criteria. This will entail the allocation of various levels of control across campus from fully publicly accessible spaces in the public interface spaces (with internal control from inside the campus), to semi-accessible spaces such to completely controlled spaces such as student residence. It is recommended that various levels of security and control be used- electronic key card access, human security as well as digital surveillance, as appropriate. • Observation Should the recommendations laid out in this guide be followed, the hope is that sensory and behavioral challenges among autistic students, and their consequent mental and physical health impacts, will be reduced. This does not however completely remove the need for all students, but in particular all vulnerable students such as those in the autistic community, to have some form of responsible and respectful support and observation. Among the guidelines laid out here are provision of sensory escape, sensory isolation and physical separation from larger overwhelming spaces. The need for this isolation should be carefully weighed against the possibility of harm when alone in such spaces. A safe and respectful operational strategy for such spaces should be put in place, which can include visual access from external spaces, panic buttons and other forms of confidential digital communication with DCU Student Services and the Autism Friendly University Initiative.
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