Jan. 12, 2026
Do you avoid certain foods because you don’t like the texture? Or do you avoid wearing certain fabrics because you don’t like how they feel?
If so, then you are experiencing examples of sensory integration issues. “Sensory integration” refers to the body’s capacity for interpreting, processing and responding to internal or external sensory signals, and then responding appropriately.
While it may be no big deal for adults to avoid foods or fabrics they dislike, sensory integration issues can present much bigger challenges for children.
“Children are learning to respond to a lot of tactile stimuli, and sometimes their little processors can’t handle the load,” said Dr. Robin Pegg, assistant professor and academic fieldwork coordinator for the Occupational Therapy Assistant (OTA) program. “This can make it difficult for them to learn. Their frustration or fear can also lead to inappropriate behaviors in the classroom, such as lashing out.”
Occupational therapy is a discipline that can help children overcome such challenges. At GRCC, OTA students are able to work directly with children through a partnership with the onsite Early Childhood Learning Laboratory (ECLL).
“Julie Sizemore, an instructor with the ECLL, reached out to me two years ago because she recognized the impact that sensory integration struggles were having on child development,” said Pegg. “She suggested that we team up to give OTA students some incredible hands-on experience. At the same time, we would be helping the kids in the ECLL overcome their sensory integration challenges.”
Robin started by bringing students from her pediatrics class to the ECLL. They observe the classroom, identify the little ones who need some help, and then provide suggestions to help kids work through their sensory integration challenges.
“We just completed a new sensory gym,” Pegg said. “It includes two swings, a crash pad, textured walls, tunnels and more. Our OTA students spend part of their pediatrics class here, trying out interventions with the preschoolers.”
The peds class partnership worked so well that Julie and Robin expanded the relationship. Now OTA students also do some of their Level 1 field work at the ECLL. They go into classrooms, conduct screenings, and identify the children who need extra support for fine motor skills. Then they spend the rest of the rotation doing activities with the kids and documenting the results.
Robin says the students love it, but it’s also transformative to the quality of their education.
“Practicing an activity with your peers is not like working with real kids,” Pegg said. “Kids don’t always cooperate! They say ‘no,’ or they run away, or they do an activity completely differently than it was designed. We put our students right into the messy situations where they have to problem solve and adapt on the fly. This adaptability is critical to their success. One of the biggest compliments I hear from our Level 2 field work partners is that GRCC students come in with more practical understanding and skills than some masters and OTD-level students.”
While the hands-on training benefits the OTA students, it’s also a great way to share knowledge with the ECLL teachers.
“OTA students receive a lot of training on developmental milestones,” Pegg said. “When they can identify developmental issues and then design interventions to help, they are teaching the teachers. This improves the overall quality of the ECLL program, too. We hear a lot about the number of children who are not ready to learn when they start school. The interventions we offer help ensure that our ECLL students have all the skills they need.”
Robin says that the OTA program at GRCC strives to be the gold standard.
“We are always upping the ante to provide practical experience,” Pegg said. “When students from other programs visit us, they are amazed at what GRCC has to offer. This program is influencing the quality of OTAs in West Michigan.”
Learn more about the Occupational Therapy Assistant program at GRCC.