The thesis deals with the theory of metaphor in selected pieces of research that focus on autism spectrum disorders. Patients with autism spectrum disorders show weakened ability to communicate and they have trouble understanding everyday social interactions as they are not able to identify with thoughts and feelings of others. They also have trouble understanding metaphors, irony, hyperbolical speech, etc. In their book Metaphors we live by Lakoff and Johnson claim that our language and our thinking are based on metaphors, i.e. on abstraction. The hypothesis is that various pieces of research focusing on how people on the autism spectrum understand metaphors draw on different definitions of metaphor and different approaches to it. The theory of metaphor that is presented in Lakoff's and Johnson's work should be able to provide theoretical framework for coherent understanding of a metaphor. It should also have the potential to point out the differences between particular pieces of research and possible shortages within them.

The topic of this work is "Social inclusion and employment of adults with Asperger syndrome". The thesis aims to present the specifics of social inclusion and employment of adults with Asperger syndrome. In the theoretical part of the work, a reader is acquainted with the term Asperger syndrome, with the development of expert terminology, symptoms, diagnosis and prevalence. Then a reader is acquainted with the social position of adults with this syndrome, specifically with a person with Asperger syndrome in the role of a friend, a partner and a parent. Subsequently, the work deals with the employment of adults with Asperger syndrome. The theoretical part describes training and positive work characteristics of these people, but also difficulties that these people may have in the work process. The conclusion of the theoretical part outlines supported employment of the people with Asperger syndrome, sheltered workshops and occupational rehabilitation. The practical part of this work contains an interpretation of the quantitative research, which was conducted by means of an online questionnaire survey. The research has shown that people with Asperger's syndrome have had difficulty in finding employment in most cases. The vast majority of people with Asperger's syndrome live in a partnership and almost...

Inom Human Resource Management är en av de viktigaste uppgifterna att rekrytera och behålla kompetent personal. Under senare år har ett ökat intresse för arbetsplatser präglade av mångfald även ökat intresset för Diversity Management. Samtidigt visar statistik att personer med funktionsnedsättningar fortfarande är underrepresenterade på den reguljära arbetsmarknaden. Särskilt utsatta är personer med dolda funktionsnedsättningar, som exempelvis Aspergers syndrom. Syftet med denna studie var att utifrån ett organisationsperspektiv besvara tre frågeställningar: vilka typiska egenskaper efterfrågas som av den sökande vid en rekryteringsprocess och på vilket sätt det påverkar det sökanden med Aspergers syndrom, betydelsen av rekryteringsprocessen som helhet för om potentiella kandidater med Aspergers syndrom inkluderas eller exkluderas, samt vilken betydelse HR-strategin gällande mångfald och social hållbarhet påverkar potentiella kandidater med dold funktionsnedsättning. Studien utgick från en kvalitativ ansats och ett tolkande synsätt, med tematisk analys av semistrukturerade intervjuer samt kvalitativ textanalys av skriftliga källor. Det empiriska materialet inkluderade intervjusvar från tio respondenter fördelade på sammanlagt åtta organisationer och tio platsannonser från vardera sex större organisationer med många anställda. Resultatet visade att rekryteringsprocessen riskerar att exkludera sökande med Aspergers syndrom, både på grund av att de nedsättningar som diagnosen medför innebär en nedsatt arbetsförmåga, men också på grund av hur rekryteringsprocessen är utformad. Resultatet visar också att rekryteringsprocessen och organisationens HR-strategi har betydelse för att inkludera potentiell arbetskraft med dolda funktionsnedsättningar som Aspergers syndrom i urvalsprocessen, samt att det finns potential för att förbättra rekryteringsprocessen på så sätt att rätt kompetenser identifieras, eftersöks och inkluderas i urvalsprocessen. I sammanhanget kan HR och Diversity Management användas som stödfunktion och verktyg för att skapa en inkluderande arbetsplats och en personalstyrka med ett omfattande kompetensspektrum. / In Human Resource Management, one of the most important functions is the recruitment and retainment of competent personnel. Recent years has brought an increased interest in workplaces characterized by diversity, and thereby an increased interest in Diversity Management. At the same time, statistics show that people with disabilities are underrepresented on the regular labour market. People with hidden disabilities, like Asperger Syndrome, are particularly exposed. The purpose of this study was to, through the perspective of HR, examine which typical characteristics are requested of the applicants during the recruitment process and how this affect applicants with Asperger Syndrome, the importance of the recruitment process regarding if potential candidates with Asperger Syndrome is included or excluded from the selection of candidates, and the importance of the HR-strategy for diversity and social sustainability regarding potential candidates with hidden disabilities. From a qualitative and interpretive approach, the study was conducted through a thematic analysis of semi-structured interviews and a content analysis of written sources. The empirical content included interview answers from ten respondents from eight organizations in total, and ten job advertisements each from six larger organizations with many employees. The results show that the recruitment process entails a risk of excluding applicants with Asperger Syndrome, because of the reduced functional capacity due to the diagnosis, but also due to how the recruitment process is designed. The results also show that the recruitment process and the HR-strategy of the organization affects the inclusion of protentional manpower with hidden disabilities like Asperger Syndrome from the selection process, and that there is potential in improvement of the recruitment process regarding identifying, searching and including the right kind of qualities. In this context, HR and Diversity Management can be used as supportive function and a tool for creating an inclusive workplace and a workforce with a comprehensive competence spectrum.

The aim of this thesis is to provide a comprehensive data of schooling issues and integration of children with the Asperger syndrome in the public schools. I would like to bring out my own experience while working with these children. I have mapped the teachers' opinion of the pupils' integration and I have ensembled this data with an expert's opinion, too. My thesis is divided into two basic parts: the theoretical and empirical part. I am going to describe the issues thereof and I am going to result from the curent movement of the integration. The empirical part consists of first, the interview with an expert, second, the public schools teachers' questionnaire and lastly, the casuistry of a boy I have worked with.The used methods in the practical part are mainly the interview and the questionnaire. Key words: the Asperger syndrome, the child's autism, the autistical spektra disorders, the common characteristics, the diagnostic, the screening and diagnostic tools, the education, the integration

Despite an increased interest in autism over the last decades, little research exists about life outcomes of autistic adults. The earliest follow-up studies of autistic individuals suggested that self- understanding and conscious efforts to change could be crucial factors in successfully reaching good life outcomes. However, these initial suggestions have not been further investigated. Therefore, this exploratory qualitative study examined the lives of eight highfunctioning autistic adults aged 25 to 63, from their own perspectives, through in-depth, semistructured interviews, to consider the relation of self-understanding and conscious efforts to change—in this study referred to as intentional personal development—to their life outcomes. All participants demonstrated a level of self-understanding beyond what would be predicted by current theoretical models of autism. Their self-understanding was assessed through participants’ self-definitions, meaning-making of life experiences, and understanding of emotions. In their self-definitions, the participants emphasized their abilities and personality characteristics, rather than their disabilities. For their self-defining memories, as indicators of their meaning making of life experiences, most participants chose positive experiences related to their personal development. Their autobiographical accounts revealed that most participants possess a large iii repertoire of emotion words, supporting an understanding of emotions. When a good life outcome is defined traditionally—as being employed, living independently, and having social relationships—this study, contrary to expectations, did not provide overwhelming evidence for the significant role of intentional personal development in achieving this. However, when a good life outcome is defined in terms of achieving personal excellence, then the study did provide confirmation of intentionality as important to attaining good life outcomes. This study therefore suggests that traditional life outcome measures are inadequate for assessing the life outcomes of autistic individuals because such measures do not take into account the individuals’ own sense of satisfaction with themselves and with their lives.

Despite an increased interest in autism over the last decades, little research exists about life outcomes of autistic adults. The earliest follow-up studies of autistic individuals suggested that self- understanding and conscious efforts to change could be crucial factors in successfully reaching good life outcomes. However, these initial suggestions have not been further investigated. Therefore, this exploratory qualitative study examined the lives of eight highfunctioning autistic adults aged 25 to 63, from their own perspectives, through in-depth, semistructured interviews, to consider the relation of self-understanding and conscious efforts to change—in this study referred to as intentional personal development—to their life outcomes. All participants demonstrated a level of self-understanding beyond what would be predicted by current theoretical models of autism. Their self-understanding was assessed through participants’ self-definitions, meaning-making of life experiences, and understanding of emotions. In their self-definitions, the participants emphasized their abilities and personality characteristics, rather than their disabilities. For their self-defining memories, as indicators of their meaning making of life experiences, most participants chose positive experiences related to their personal development. Their autobiographical accounts revealed that most participants possess a large iii repertoire of emotion words, supporting an understanding of emotions. When a good life outcome is defined traditionally—as being employed, living independently, and having social relationships—this study, contrary to expectations, did not provide overwhelming evidence for the significant role of intentional personal development in achieving this. However, when a good life outcome is defined in terms of achieving personal excellence, then the study did provide confirmation of intentionality as important to attaining good life outcomes. This study therefore suggests that traditional life outcome measures are inadequate for assessing the life outcomes of autistic individuals because such measures do not take into account the individuals’ own sense of satisfaction with themselves and with their lives.

The main ideas behind this thesis include introducing the characteristics of the disorder known as Asperger syndrome, searching for help for individuals with this disability, looking at their engagement in society, and also helping teachers prevent and deal with existing conflicts. After a short introduction of pervasive developmental disorders, I focused on Asperger syndrome. I concentrated on the issue of communication, its abnormalities, and the concept and modes of communication in the disabled. At the same time, I tried to indicate possible ways to educate people with Asperger's. The thesis also looks at inclusion, its conditions and forms. At the end of this part, I outline ways to organize education and chart the education of teaching staff in the field of pervasive developmental disorders. The empirical part looks into teachers' awareness of the disorder, describes education of individuals with Asperger's in practice, and suggests ways to organize education of people with the syndrome.

Bakgrund; Arbetslösheten är högre för personer med funktionsnedsättningar än i befolkningen i övrigt. Personer med Neuropsykiatriska funktionsnedsättningar (NPF) har svårigheter att etablera sig på arbetsmarknaden. Syfte; Beskriva stödinsatser för unga vuxna med Aspergers syndrom (ASD) för att kunna etablera sig på arbetsmarknaden. Metod; En litteraturöversikt har gjorts där 10 stycken vetenskapliga artiklar har analyserats och utgjort resultatet.  Resultat; Studien har delats upp i fyra olika teman (tidsaspekten, samordning av insatser, stöd som finns och stöd som saknas) vilket belyser vilka stödinsatser som finns, och vilket stöd som efterfrågas för personer med ASD Diskussion; Personer med ASD har komplexa behov av stöd och stödet är effektivast när det individualiseras. Samordning mellan olika aktörer tillsammans med individen och icke tidsbegränsat stöd efterfrågas i större omfattning för att öka chanserna till etablering på arbetsmarknaden. Slutsats; Etableringen på arbetsmarknaden för unga vuxna med ASD kan förbättras genom individanpassat, samordnat och icke tidsbegränsat stöd. Nyckelord; Aspergers syndrom (ASD), arbetsmarknad, etablering, stöd, unga vuxna / Background; Unemployment is higher for people with disabilities than in the rest of the population. People with neuropsychiatric disabilities (NPF) have difficulties in establishing themselves in the labor market. Purpose; Describe support measures for young adults with Asperger's syndrome (ASD) in order to establish themselves in the labor market Method; A literature rewive was conducted in which 10 scientific articles were analyzed and discussed. Result; The study has been divided into four different themes (time aspect, coordination of efforts, existing support and lack of support), highlighting what support efforts are available and what support is requested for people with ASD Discussion; Individuals with ASD have complex support needs and support is most effective when individualized. Coordination between different actors together with the individuals and non-timelimited support is increasingly demanded to increase the chances of establishing in the labor market. Conclusion; The establishment of the young adults with ASD can be improved through personalized, coordinated and non-timelimited support. Keywords; Asperger syndrome (ASD), labor market, establishment, support, young adult

The main ideas behind the thesis include introducing the characteristics of the disorder known as Asperger syndrome, searching for help for individuals with this disability, looking at their engagement in society, and also helping teachers prevent and deal with existing conflicts. After a short introduction of pervasive developmental disorders, I focused on Asperger syndrome. I concentrated on the issue of communication, its abnormalities, and the concept and modes of communication in the disabled. At the same time, I tried to indicate possible ways to educate people with Asperger's. The thesis also looks at integration, its conditions and forms. At the end of this part, I outlined various ways to organize education and charted the education of teaching staff in the field of pervasive developmental disorders. The empirical part looks into teachers' readiness to work with individuals with Asperger syndrome, the training they undergo when studying at university, and their practical experience. KEYWORDS: Autism, Asperger syndrome, cognition, language, speech, memory, motivation, interests, rituals, game, triad of symptoms, social relations, imagination, integration

Abstract This research explored, within the framework of relevance theory, how normally developing 3- to 9-year-old children and two age groups (age 7–9 and age 10–12) of children with Asperger syndrome or high-functioning autism (AS/HFA) and their 7- to 9-year-old control group used context when answering questions and giving explanations for their correct answers. The children were asked questions targeting the pragmatic processes of reference assignments, enrichments, routines, implicatures and feelings. They were also asked to explain their correct answers to routine, implicature and feeling questions to elicit understanding about their awareness of how they had derived the answers from the context. In normally developing children the largest increase in correct answers occurred between the ages of 3 and 4 in all question types except feeling questions, where rapid development continued until age 5. After that development progressed more gradually until the age of 8 when the children performed near the ceiling level in all of these question types. Giving explanations for correct answers developed gradually between the ages of 3 and 9, indicating that becoming aware of the information used in inferencing has a longer developmental timeframe. Children's incorrect answers and explanations showed that, as children develop, their answering strategies become more sophisticated as they increasingly utilise context in different ways. Children with AS/HFA were able to answer all the question types. However, compared to the control group, the younger AS/HFA group did less well when answering contextually demanding questions, and the performance of the older AS/HFA group fell in between the younger AS/HFA group and the control group. Both AS/HFA groups had difficulties when giving explanations for their correct answers, showing difficulty in articulating explicitly how they had used context in arriving at the correct answer. Incorrect answers and explanations indicated that, usually, all the children tried to utilise contextual information, although the attempt failed somehow. For children with AS/HFA it was more typical to continue with their answer after first giving a correct answer or explanation, which then led to an irrelevant answer, suggesting that these children had difficulties with stopping processing at the relevant point. / Tiivistelmä Tutkimuksessa tarkasteltiin, kuinka normaalisti kehittyneet 3–9-vuotiaat lapset ja kaksi ikäryhmää lapsia (7–9-vuotiaat ja 10–12-vuotiaat), joilla on Aspergerin oireyhtymä tai hyvätasoinen autismi (AS/HFA) ja heidän 7–9-vuotiaista koostuva kontrolliryhmänsä, käyttivät kontekstia vastatessaan kysymyksiin ja perustellessaan oikeita vastauksiaan. Tutkimus tehtiin relevanssiteorian viitekehyksessä. Lapsilta kysyttiin pragmaattista prosessointia vaativia kysymyksiä, jotka arvioivat viittausten, epätäydellisten lauseiden, rutiinien, implikatuurien ja tunnetilojen ymmärtämistä. Lisäksi heidän tuli perustella oikeat vastaukset rutiini-, implikatuuri- ja tunnekysymyksiin, jotta nähtiin, olivatko lapset tietoisia, kuinka he olivat johtaneet vastauksensa kontekstista. Normaalisti kehittyneillä lapsilla oikeiden vastausten määrä lisääntyi nopeasti 3. ja 4. ikävuoden välillä kaikissa kysymystyypeissä. Tunnekysymyksiin vastaamisessa tämä nopean kehityksen kausi jatkui 5. ikävuoteen saakka. Tämän jälkeen kehitys jatkui hitaampana 8 vuoden ikään saakka, jolloin lapset suoriutuivat lähes kaikista kysymyksistä kaikissa eri kysymystyypeissä. Perustelujen antaminen oikeisiin vastauksiin kehittyi asteittain 3. ja 9. ikävuoden välillä, mikä kertoi, että vastauksessa käytetyn informaation tiedostamisen kehittyminen tapahtui pitemmällä aikavälillä. Lasten virheelliset vastaukset ja perustelut osoittivat, että iän lisääntyessä lasten vastausstrategiat muuttuivat kehittyneemmiksi ja he hyödynsivät kontekstia monin eri tavoin. Lapset, joilla oli AS/HFA, osasivat vastata kaikkiin esitettyihin kysymystyyppeihin. Kuitenkin nuorempi AS/HFA-ryhmä suoriutui kontrolliryhmää heikommin ja vanhemman AS/HFA-ryhmän suoriutuminen sijoittui nuoremman ikäryhmän ja kontrolliryhmän suoriutumisen puoliväliin. Molemmilla AS/HFA-ryhmillä esiintyi vaikeuksia oikeiden vastausten perustelussa, mikä kertoi vaikeudesta ilmaista, kuinka he olivat käyttäneet kontekstia oikeaan vastaukseen pääsemiseksi. Virheelliset vastaukset ja perustelut osoittivat, että yleensä kaikki lapset pyrkivät kontekstin hyödyntämiseen vaikka epäonnistuivatkin siinä. Lapsille, joilla oli AS/HFA, oli tyypillisempää jatkaa vastaamista vielä oikean vastauksen tai perustelun antamisen jälkeen, mikä lopulta johti aiheesta syrjähtämiseen. Tämä kertoi vaikeudesta lopettaa prosessointi relevantissa kohdassa.