Omar’s Story: Learning to Connect and Be Understood

Written from the heart of the work we do at Unlocking Potential

When eight-year-old Omar was referred to Unlocking Potential, his teachers described a quiet, observant boy — bright-eyed and gentle, but often alone in his own world. He watched the bustle of the classroom from the sidelines, curious but hesitant to join in.

Omar had a diagnosis of Global Developmental Delay, with significant difficulties in both understanding and using language. His communication challenges made it hard for him to follow lessons, express his needs, or build relationships with his peers. He was also awaiting assessment for Autism, as he showed traits that suggested social communication differences — preferring predictable routines, needing clear structure, and sometimes retreating when things became overwhelming.

At home, Omar lived with his loving parents and four older siblings in a busy household where Bengali was the main language, with English used at school and during play. His early milestones — sitting, walking, talking — had come as expected, but as he grew, his language development slowed. Words that once came easily stopped coming altogether. His sentences became shorter, his gestures did most of the talking, and over time, his confidence faded.

Despite these challenges, Omar’s personality always shone through. He loved music and rhythm, happily singing along to nursery rhymes. He was curious about books, drawn to the feel of paint on paper, and took pride in keeping his play area neat and tidy. There was a clear spark — he just needed help finding his way to share it.

Creating a Bridge Through Communication

Unlocking Potential’s Speech and Language Therapy (SaLT) team began working with Omar to understand how best to reach him. The goal wasn’t only to help him talk — it was to help him connect.

The work started with observation and informal assessment — watching Omar in his classroom, in the playground, and during everyday activities. The therapist noticed how Omar relied heavily on routine and familiar adults, and how his understanding improved when instructions were broken down, or when pictures and gestures were used.

From there, a total communication approach was introduced — blending speech, gesture, Makaton signs, and visual aids — so Omar could access and express meaning in whichever way worked best for him. His teaching team were trained to use these strategies, ensuring that communication support was embedded across his whole day, not just during therapy sessions.

Omar began weekly 1:1 sessions with his Speech and Language Therapist, with his Teaching Assistant present to carry strategies back into class. These sessions focused on building core communication skills — taking turns, following one-step instructions, naming emotions, and initiating interaction by bringing a favourite item like bubbles or a toy.

Whole-class Attention and Listening sessions helped Omar develop the ability to focus, share attention with others, and enjoy structured turn-taking — essential foundations for learning and social connection.

Step by Step, Word by Word

At first, Omar communicated mainly through gestures and sounds. He would point or take an adult’s hand to show what he wanted, rarely using words. But over time, something began to shift.
With consistency, patience, and encouragement, Omar started to take small but powerful steps forward. He began to follow one-step requests, then two-step ones. He initiated interactions — bringing his therapist a toy to share or using a sign to ask for “more bubbles.” For the first time, he began to show joy in being understood.

As he gained confidence, his vocabulary began to grow. He started to use short phrases and signs together — a combination that helped him express more than he ever could before. The team also worked on emotional literacy — teaching Omar to recognise and name feelings like happy, sad, or angry, and to use strategies when those feelings became overwhelming.

The Omar who once sat quietly on the edges of play began to join in. He laughed with peers, shared toys, and sought out adults to show his work. His teachers noticed that he was no longer just participating — he was thriving.

Finding His Voice

By the end of his intervention, Omar had made remarkable progress. He could take at least five turns during structured play, follow two-step instructions, and express his needs using a mix of spoken words and Makaton. He was initiating conversations and recognising emotions — both his own and those of others.

Perhaps most importantly, his confidence had blossomed. He was happier, more engaged, and visibly proud of himself. His relationships with peers strengthened as his communication improved, and his joy in connecting became the clearest sign of all of how far he had come.

His teacher summed it up perfectly:
“The improvements have been so significant — he’s like another child!”

A Voice of His Own
Omar’s story is one of perseverance, care, and connection. With the right support, he has learned that communication isn’t just about words — it’s about being seen, understood, and valued.

Through therapy, he discovered his own ways to express himself — and the world has opened up in return.

He is no longer silent or unsure. He is confident, communicative, and full of potential.

And for Omar, that change — that voice — has made all the difference.