Transformativno učenje osebnih asistentov odraslih oseb z Aspergerjevim sindromom

Vidic, Eva (author), Ličen, Nives (mentor), Jeznik, Katja (comentor)

Osrednji raziskovalni problem v magistrski nalogi je bil proces učenja osebnih asistentov odraslih oseb z Aspergerjevim sindromom (v nadaljevanju AS). V raziskavi je bila uporabljena teorija transformativnega učenja za interpretacijo učenja, kot so ga doživljali osebni asistenti. Raziskava je izhajala iz predpostavke, da novo oblikovane kompetence, poglede, razmišljanja in prepričanja osebni asistenti preizkusijo v praksi, to je pri delu z osebami z AS. Poleg informalnega učenja je raziskava vključevala tudi neformalno izobraževanje, to je bil program usposabljanja oseb z Aspergerjevim sindromom, njihovih družinskih članov, spremljevalcev in osebnih asistentov. Osnovni namen programa in sistema osebne asistence za odrasle z AS je izboljšanje kakovosti njihovega življenja, in sicer z vidika osebnega zadovoljstva, osebne rasti, medosebnih odnosov, socialne vključenosti in psihološke podpore. V empiričnem delu je bila uporabljena kvalitativna metodologija. Podatki so bili zbrani s pomočjo intervjujev z asistenti odraslih oseb z AS. Interpretacija ugotovitev je sledila teoriji transformativnega učenja. Ugotovitve kažejo, da osebne asistentke prihajajo do novih spoznanj prek usposabljanja, v veliki meri pa skozi različne izkušnje in situacije, kjer se učijo o sebi in drugih; ta spoznanja reflektirajo in udejanjijo v praksi. Pokazala se je potreba po več izobraževanjih in organiziranem učenju osebnih asistentov, kar bi pripomoglo k boljši usposobljenosti in suverenosti pri delu.

• Language: Slovenian
• Keywords: transformativno učenje, informalno učenje, neformalno izobraževanje, avtizem, Aspergerjev sindrom, osebni asistent
• Work type: Master's thesis/paper
• Organization: FF - Faculty of Arts
• Year: 2019
• PID: 20.500.12556/RUL-108446
• Publication date in RUL: 03.07.2019

Secondary language

• Language: English
• Title: Transformative learning of personal assistants of sdults with Asperger syndrome

Abstract

In the master's thesis, we explore the process of learning of personal assistants of adults with Asperger's syndrome (AS). In the study, the learning of personal assistants is intertwined with the theory of transformative learning. We assume that newly gained views, thoughts, and beliefs are tested by personal assistants when working with people with AS. In the master's thesis, we study the program of training people with Asperger's syndrome, their family members, and personal assistants. The basic purpose of the program and the personal assistance system for adults with AS is to improve the quality of their lives in terms of personal satisfaction, personal growth, interpersonal relationships, social inclusion, and psychological support. In the empirical part, we determine how the competencies, attitudes, and values of the personal assistant are transformed through the learning process. The survey includes interviews with five personal assistants working with adults with AS. When interpreting findings, we come from the perspective of interviewees and their memories and experiences. We find that personal assistants come to new insights by themselves through different experiences and situations where they learn about themselves and others. They reflect these findings and try them out. We also identify the need for more training and learning of personal assistants with the aim of better skills and workplace sovereignty.

• Keywords: transformative learning, informal learning, non-formal education, autism, Asperger's Syndrome, personal assistant