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Frank Rusch
Frank Rusch was born February 22, 1949. He is known for research on self-instructional strategies, coworker and natural supports, benefit-cost analysis, and model program evaluation as well as his contributions to the conceptualization and implementation of supported employment and secondary transition services. His contributions to supported employment 〔Devlieger, P., Rusch, F., Pfeiffer, D. (2003) ''Rethinking disability: The emergence of new definitions, concepts, and communities''(pp. 207-208). Philadelphia, Pa: Garant Publishers.〕 include the establishment of the first “supported work” model in the fall of 1975 at the University of Washington while a doctoral student.
==Early career ==
Rusch received his undergraduate degree in psychology from the University of Oregon in 1971. He went on to earn a masters degree at the University of Oregon in 1972 in special education. Rusch completed his doctoral program in 1977 in special education and began his career at the University of Illinois at Urbana-Champaign.〔Devlieger, P., Rusch, F., Pfeiffer, D. (2003) ''Rethinking disability: The emergence of new definitions, concepts, and communities''(pp. 207-208). Philadelphia, Pa: Garant Publishers.〕 He replicated his supported employment program in 1978 〔Rusch, F. R., & Mithaug, D. E. (1980). Vocational training for mentally retarded adults: A behavior analytic approach. Champaign, IL: Research Press.〕 with the addition of an apartment-training program that provided employees with the training and support that they required to remain independent of adult day programs and segregated housing options typically available at the time. Eventually, Rusch turned his attention toward special education high school students and how they were being prepared for work. While a professor of special education at the University of Illinois he graduated numerous doctoral students who have assumed teaching and research positions at major universities throughout the United States, including an endowed chair.
His early research career at the University of Illinois also included testing a model of supported employment that became the preferred approach for individuals with disabilities in the United States Widely recognized as responsible for the birth of supported employment as an alternative to sheltered employment, Rusch and his students influenced the way special education and rehabilitation funded training, evaluation and long-term employment in this country. Over a five-year period, Rusch and his students helped start over 125 supported employment programs in the states of Illinois and Kansas. These demonstrations led to over 100 publications by his students between the period beginning 1987 and ending in 1994. His first text was recognized by the President’s Committee on Mental Retardation as the first text to overview the methods that should be used to promote employment among persons with disabilities, leading to his being awarded the American Association on Mental Retardation’s Educator of the Year Award. During this period he worked with Senator Paul Simon’s staff in crafting changes in legislation that promoted the emergence of transition service for high school students in an effort to better prepare youth to escape the potential of sheltered employment by being better prepared for work and independence after high school.
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