Abstract:

Introduction:
The feeling of a degree of security affects personal life, work, and other social activities. In the strategic document of the Czech Republic, it is stated that the term security is used in general speech and natural, technical, and social science disciplines (medicine, ecology, engineering, computer science, political science, sociology, psychology, economics). Persons with disabilities / specific needs are classified as persons with higher vulnerability; therefore, they are more vulnerable than the majority population even during extraordinary events.
It is clear from the outlined aspects that security is a multidimensional concept largely influenced by subjective factors but is also determined by the external environment and interaction with the environment, both material and social.

Methodology:
The article's main purpose is to present the partial results of the research, which is the description of safety attributes from the point of view of persons with disabilities/specific needs in relation to the environment and finding space for special educational intervention.
Each participant was asked open-ended questions so that, based on the answers obtained, it was possible to identify topics that are important to them and from the obtained answers to determine opinions and attitudes towards safety. Through 20 semi-structured interviews with students of the Palacký University in Olomouc, we try to answer the following questions: Is it possible to design an environment that would be safe for people with disabilities/specific needs in the spirit of inclusive design? Is it possible to modify the environment for people with different types of disabilities/specific needs to eliminate falls and injuries? Is it possible to adjust (modify) the existing environment so that it can be evaluated as safe? What are the attributes of a safe environment for people with specific types of disabilities/specific needs?
To interpret the obtained data, we used the qualitative data processing program " Atlas.ti ", which allowed us to enter the obtained data into the program, where we searched for the most frequently occurring expressions and then assigned codes.

Conclusion:
As part of the interviews, participants with visual impairments, hearing impairments, limited mobility, specific learning disabilities, autism spectrum disorders, impaired communication skills, and mental illness were approached. The article provides specific answers regarding situations in which the participants feel and do not feel safe, as well as factors that change the feeling of danger into a feeling of safety. Furthermore, last but not least, the participants are active creators - they propose what a safe environment should look like for their specific needs.
In the interviews, the participants emphasized trust, feeling safe and being accepted, and the need for security, including the need for safety, not only physical safety. Also, psychological safety, characterized as the awareness that the client is part of the process and their needs will be respected, was emphasized. At the same time, the knowledge that they receive high-quality and qualified care, and last but not least, also the security provided by house rules, punctuality, and the fulfillment of promises. During the interviews, the clients emphasized that an important point for them is often the family, which gives them a sense of security and certainty that they are not alone in an adverse situation.

Keywords:

A person with specific needs, university students, safety, environment modification, safety indicators, inclusive design.