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.