Dr. Wegner earned her bachelor's and master's degrees in Speech Pathology from Central Michigan University and her Ph.D. in Speech-Language Pathology from the University of Kansas. She holds the Certificate of Clinical Competence from the American Speech-Language-Hearing Association. Dr. Wegner is a Fellow of the American Speech-Language-Hearing Association. Her clinical experience includes school services as well as private practice. She is a Clinical Professor and the Director of the Schiefelbusch Speech-Language –Hearing Clinic and the Pardee Augmentative and Alternative Communication Resource and Research Laboratory. As clinical director of the Schiefelbusch Clinic, Dr. Wegner led the development of a collaborative clinical teaching model (K-TEAM) that has effectively included clinical staff, students, and family members in the clinical experiences of the students.
Ph.D., Speech-Language Pathology, University of Kansas
M.A., Speech-Language Pathology, Central Michigan University
B.S., Speech-Language Pathology, Central Michigan University
Speech-Language Pathology, Florida State University
Dr. Wegner teaches courses in the areas of augmentative and alternative communication, communication and developmental disabilities, and advocacy and leadership. She provides clinical teaching to students enrolled in practicum through her facilitation of the Communication and Advocacy Team (CAT) within the Schiefelbusch Clinic. The CAT team provides services and advocacy for individuals with complex communication needs. Dr. Wegner also mentors students pursuing MA and Ph.D.degrees.
- Individuals with complex communication needs
- Augmentative and alternative communication (AAC)
- AAC in the schools
- Advocacy and leadership
- Communication and autism
Dr. Wegner's clinical and research interests include augmentative and alternative communication, general education curricular access for students with complex communication needs, service delivery models for school speech-language services, developmental disabilities and communication, and advocacy and leadership. She has directed numerous personnel preparation projects funded by the U.S. Department of Education, Office of Special Education Programs including the Communication and Autism Project; the Communication, Autism, and Technology Project; the Augmentative Communication in the Schools Project, and the Augmentative Communication in the Schools-Kansas City Project. She has authored numerous articles and book focusing on the needs of individuals with complex communication challenges and augmentative and alternative communication.
- Augmentative and alternative communication
- Communication and developmental disabilities
- School service for students with complex communication needs
Dr. Wegner is the Director of the Schiefelbusch Speech-Language-Hearing Clinic. She serves on the Information Security Risk Management Workgroup-Lawrence Campus. Dr. Wegner served on the American Speech-Language-Hearing Association's (ASHA) Ad Hoc Committee on Autism Spectrum Disorders that developed the ASHA policy documents for practice with people with ASD. She service on the ASHA Speech–Language Advisory Council.
Barton-Hulsey, A. Wegner, J. Brady, N. & Bunce, B. (2017). Comparing the Effects of SGD Display Organization on Symbol Comprehension and Use by Three Children with Developmental Delays. American Journal of Speech-Language Pathology, 26(2), 227-240.
McCready, V. Raleigh, L. Schober-Peterson, D. & Wegner, J. (2016). Feedback: What's New and Different. Perspectives of the ASHA Special Interest Grops, 1 (SIG 11), 73-80.
Edmister, E. & Wegner, J. (2015). Repeated Reading, Turn Taking, and Augmentative and Alternative Communication. International Journal of Disability Development and Education, 62(3), 319-338.
Wegner, J. & Edmister, E. (2015). Understanding Students with Communication Disorders. In . (Ed.), Exceptional Lives: Special Education in Today's Schools, CourseSmart eTextbook, 8th Edition.
Meder, A. & Wegner, J. (2015). iPads, Mobile Technologies, and Communication Applications: A Survey of Family Wants, Needs, and Preferences. Augmentative and Alternative Communication, 31(1), 27-36.
Wegner, J. (2012). Augmentative and
Alternative Communication. In . (Ed.), Treatment of autism spectrum disorders: Evidence-based intervention strategies for communication and social interaction.
Wegner, J. & Edmister, E. (2012). Understanding Students with Communication Disorders. In R. Turnbull, A. Turnbull, & M. Wehmeyer (Eds.), Exceptional lives: An introduction to today's schools(7th ed.). Columbus, OH: Merrill Prentice Hall.
Storkel, H. Woodson, M. Wegner, J. & Daniels, D. (2012). Multidimensional student assessment. The ASHA Leader.
Wegner, J. & Edmister, E. (2010). Understanding Students with Communication Disorders. In R. Turnbull, A. Turnbull, & M. Wehmeyer (Eds.), Exceptional lives: An introduction to today's schools(6th ed.). Columbus, OH: Merrill Prentice Hall.
Jackson, C. Wegner, J. & Turnbull, A. (2010). Family quality of life following early identification of deafness. Language, Speech, and Hearing Services in Schools.
Storkel, H. Daniels, D. & Wegner, J. (2008). Closing the loop: Identifying program goals, assessing learning outcomes and re-examining practices. Reflections from the Classroom: Essay on teaching Center for Teaching Excellence, University of Kansas.
Wegner, J. (2007). Clinical Teaching and AAC. Perspectives on Administration and Supervision, 17(1).
Wegner, J. & Edmister, E. (2006). Communication Disorders. In R. Turnbull, A. Turnbull, & M. Wehmeyer (Eds.), Exceptional Lives: An Introduction to Today's Schools(5th ed.). Columbus, OH: Merrill Prentice Hall.
(2006). Guidelines for speech-language pathologists in diagnosis, assessment, and treatment of autism spectrum disorders across the life span.
Wegner, J. & Edmister, E. (2004). Communication Disorders. In R. Turnbull, A. Turnbull, M. Shank, & S. Smith (Eds.), Exceptional lives: An introduction to today's schools(4th ed.). Columbus, OH: Merrill Prentice Hall.
Wegner, J. Grosche, K. & Edmister, E. (2003). Students with speech and language disorders. In F. Obiakor, C. Utley, & A. Rotatori (Eds.), Advances in special education: Psychology of effective education for learners with exceptionalities. Stamford, CT: JAI Press.
McCormick, L. & Wegner, J. (2003). Supporting augmentative and alternative communication. In L. McCormick, D. Loeb, & R. Schiefelbusch (Eds.), Supporting children with communication difficulties in inclusive settings: School-based intervention. Boston, MA: Allyn & Bacon.
Thompson, B. Wickham, D. Wegner, J. & Ault, M. (1996). All children should know joy: Inclusive, family-centered services for young children with significant disabilities. In D. Lehr & F. Brown (Eds.), People with disabilities who challenge the system. Baltimore, MD: Paul H. Brookes Publishing Co.
Ellsworth, J. & Wegner, J. (1996). Visions for Tomorrow. Jenks, OK: Jenks Public Schools.
Murphy, M. Luetke-Stahlman, B. Nelson, P. Loeb, D. & Wegner, J. (1995). Contextual factors contributing to successful initiations of deaf and hard-of-hearing children with normally-hearing peers in mainstreamed kindergarten classrooms. Language, Speech, and Hearing Services in Schools, 26(1), 45-63.
Thompson, B. Wegner, J. Ault, M. Reinertson, B. & Shanks, P. (1993). Planning and implementing community based inclusive early childhood programs for children with severe disabilities: A handbook.
Thompson, B. Wickham, D. Shanks, P. Wegner, J. Ault, M. Reinertson, B. & Guess, D. (1991). Expanding the circle of inclusion: Integrating children with severe multiple disabilities. Montessori Life, 3, 11-15.