The Overlooked Challenges of Receptive Language Processing in "Full-Inclusion" Classrooms
In every classroom, talk plays a central role. Whether it's giving instructions, facilitating discussions, or guiding group work, teachers rely heavily on spoken communication to engage students and deliver content. This reliance is rooted in the concept of receptive language processing (RLP)—the ability of students to listen, process, and absorb information through spoken language. Teacher preparation textbooks I’ve encountered in my path to the classroom often frame RLP as a cornerstone of classroom practice, emphasising its importance across all settings whilst acknowledging that processing levels vary among students. Whilst these texts may briefly note that adaptations are necessary for “special needs” classrooms, the guidance largely reflects a bygone era when such classrooms operated in isolation.
Today, the educational landscape has shifted dramatically. The move toward so-called “full inclusion” classrooms—where students with diverse abilities learn side by side—demands a reevaluation of long-standing teaching practices. The traditional advice on RLP often fails to address the realities of inclusive settings, where students with Individualised Education Program (IEP) eligibilities for Specific Learning Disabilities (SLD) are present alongside their peers. Many of these students, particularly those who are Gestalt Language Processors (GLPs), experience significant challenges with verbal and auditory processing, which can widen learning gaps when classrooms rely too heavily on spoken instruction.
One of the most common practices in modern classrooms—purposeful and productive instructional groups—is particularly talk-centric. Group discussions, collaborative problem-solving, and shared presentations are often designed with the assumption that all students can process spoken communication at the same pace and depth. For students with SLDs, however, this approach can inadvertently create barriers to participation and learning.
In today’s article, I’ll explore how to adapt instructional groups to meet the needs of all learners in full-inclusion classrooms. By examining how verbal and auditory processing deficits affect participation, I aim to provide practical strategies for teachers to create accessible, inclusive group activities that leverage the strengths of all students—especially those with IEP eligibilities for SLDs and GLPs. It’s time to move beyond outdated guidance and embrace a more inclusive approach to collaborative learning.
UDL and Purposeful and Productive Instructional Groups
Universal Design for Learning (UDL) plays a critical role in creating Purposeful and Productive Instructional Groups (PPIG) that are truly inclusive. In theory, PPIG activities aim to engage students in collaborative problem-solving and critical thinking whilst allowing them to leverage each other’s strengths. However, in practice, these group activities often assume that all students can seamlessly participate in verbal discussions, share ideas with peers, and contribute equally to the group’s output. For students with SLDs, especially those with verbal or auditory processing challenges, these assumptions can create significant barriers. This is where UDL offers a vital framework for inclusivity.
The first principle of UDL, Multiple Means of Representation, is essential for designing PPIG tasks that provide access to all students. Visual aids, written instructions, and graphic organisers can scaffold verbal exchanges within the group, ensuring that students with processing challenges can follow along and contribute meaningfully. For instance, a group designing a model ramp for a geometry lesson might include printed diagrams and step-by-step instructions alongside verbal explanations. This ensures that every student can engage with the task, even if they struggle to process spoken instructions in real time.
Multiple Means of Action and Expression allows students to demonstrate their knowledge and contributions in ways that align with their strengths. In PPIG settings, this means moving beyond relying solely on verbal exchanges and presentations. For example, students could sketch their ideas, create written outlines, or contribute to a shared digital document. This approach not only supports students with SLDs but also creates a richer, more diverse range of group outputs, benefiting all participants.
The third principle, Multiple Means of Engagement, focuses on fostering motivation and interest. In the context of PPIG, this could involve structuring roles within groups to highlight each student’s unique abilities. A student who excels in visual-spatial reasoning might take on the role of creating diagrams, while another who enjoys organising information could serve as the group’s note-taker. By allowing students to contribute in ways that align with their strengths, UDL ensures that every student feels valued and engaged.
Incorporating UDL into PPIG transforms these group activities from potentially exclusionary experiences into opportunities for all students to thrive. By proactively designing group tasks with diverse learning needs in mind, educators can ensure that PPIG activities fulfill their intended purpose: to build collaboration, deepen understanding, and make learning accessible to everyone.
The Need to Plan: Building Effective PPIGs Through UDL
PPIGs are not an add-on to existing teaching practices—they are a deliberate and carefully planned element of UDL. For PPIGs to truly support all learners, particularly those with IEPs or other diverse needs, teachers must be willing to rethink their traditional methods of instruction and design activities from the ground up with accessibility in mind. This process requires time, intentionality, and support from administrators to create a meaningful shift in practice.
Too often, PPIGs are layered over existing instructional frameworks as an afterthought - as a result of receiving top-down directives. Teachers might insert group activities into their lectures or use them as a replacement for direct instruction, assuming that students will naturally engage, collaborate, and succeed. In reality, without thoughtful planning, this approach often leads to frustration for both students and teachers. Students with verbal or auditory processing deficits, for example, may find it difficult to participate fully, while their peers might misinterpret their lack of engagement as disinterest. The result? Missed learning opportunities and widening gaps, particularly for students who need structured support to thrive in group settings.
UDL emphasises the need to plan proactively. This means teachers must first understand the diverse needs of their students and then design PPIGs that account for these needs from the outset. For example, scaffolding tasks, clearly defining group roles, and incorporating multimodal communication tools are not adjustments to be made on the fly—they must be integral to the activity from the beginning. This level of intentionality takes time and effort, both of which are in short supply in many schools.
This is where administrators play a crucial role. Effective implementation of UDL for PPIGs cannot happen without institutional support. Teachers need dedicated, paid planning time to redesign their lessons with UDL principles in mind. Administrators must also recognise that UDL is not a skill teachers are born with—it is a skill that must be explicitly taught and cultivated through professional development and collaborative learning opportunities. Just as students require scaffolding to succeed, so do teachers.
Moreover, administrators should provide ongoing feedback loops and opportunities for teachers to reflect on their implementation of PPIGs. Collaborative planning sessions, co-teaching opportunities, and peer observations can all contribute to building the necessary expertise. Schools must also prioritise funding for resources—such as manipulatives, assistive technology, or professional development workshops—that make UDL for PPIGs feasible and effective.
Planning for UDL is not about adding complexity to teaching; it’s about creating intentional structures that support all learners. Whilst it takes time to redesign lessons with UDL and PPIGs in mind, the payoff is immense: classrooms where every student has the opportunity to participate meaningfully, collaborate effectively, and succeed on their own terms. By investing in this planning process and providing teachers with the time and training they need, schools can ensure that PPIGs are more than just a hopeful experiment—they become a transformative part of inclusive education.
Adapting Pre-Packaged Curricula for UDL and PPIGs
Pre-packaged curricula, such as Kendall Hunt’s Illustrative Math, are often accompanied by “pacing guides” that outline the recommended delivery of lessons. These guides are typically designed with the assumption that the curriculum will be delivered with fidelity, following the scripted structure and timeline exactly as written. However, these pacing guides rarely account for the use of PPIGs or the principles of UDL. As a result, even when marketed as “complete packages,” such curricula must often be redesigned to accommodate diverse learners effectively.
The first step is to recognise that the one-size-fits-all approach of pacing guides doesn’t align with inclusive teaching practices. PPIGs require time for scaffolding, differentiated instruction, and collaboration, all of which can disrupt the rigid timelines set by pre-packaged programs. Teachers must balance the curriculum’s objectives and learning targets with the needs of their students, adapting the pacing to ensure that all learners can engage meaningfully.
Next, redesign the curriculum with UDL and PPIGs in mind. This involves integrating supports that the curriculum may not explicitly provide. For example, whilst the pacing guide might allocate a single class period for a group activity, students with SLDs or processing challenges might need additional time or alternative formats to fully participate. Teachers can incorporate scaffolds like graphic organisers, visual aids, or pre-teaching sessions to ensure all students are prepared for the collaborative tasks.
Finally, maintain flexibility whilst adhering to key objectives. Redesigning a pre-packaged curriculum doesn’t mean abandoning its structure or goals. Instead, it’s about reimagining how those goals are met. By embedding PPIGs into the curriculum and adjusting pacing to prioritise inclusivity, teachers can transform a rigid, pre-prepared program into a dynamic, student-centred learning experience that reflects the principles of UDL.
Making PPIGs Work for All Learners
PPIGs are a cornerstone of collaborative learning, designed to foster deeper engagement and critical thinking by allowing students to work together toward shared goals. However, these group activities often rely heavily on verbal communication, assuming that all students can equally process and contribute to spoken dialogue. For students with verbal or auditory processing challenges—again quite common among those with SLDs or GLPs—this assumption can create significant barriers. Without careful planning, PPIGs can unintentionally exclude the very students they aim to support.
The challenge lies in balancing the inherently talk-centric nature of PPIGs with the diverse processing needs of all learners. Rather than abandoning PPIGs, the solution is to reimagine them through the lens of UDL. UDL provides a framework to proactively address potential barriers, making group work accessible and meaningful for everyone. This requires teachers to move beyond traditional approaches and consider alternative ways for students to engage, collaborate, and demonstrate their understanding.
Creating inclusive PPIGs isn’t just about adding supports—it’s about redesigning the activity structure to ensure that verbal communication is one of many pathways for participation. By diversifying communication methods, clearly defining roles, and embedding scaffolds into the design of group tasks, teachers can transform PPIGs into equitable learning opportunities. This process involves intentional planning, flexibility, and a commitment to meeting students where they are.
Below are practical strategies to help teachers adapt PPIGs for full inclusion. These suggestions provide concrete ways to ensure that all students, including those with verbal and auditory processing challenges, can engage meaningfully and contribute to the success of their group.
1. Diversify Communication Modes Within Groups
Integrate Written Communication: Encourage group members to take notes, use graphic organisers, or write down key points during discussions.
Provide Visual Aids: Supply visual supports, such as charts, images, or manipulatives, to scaffold discussions and reduce reliance on verbal explanations.
Use Technology: Incorporate collaborative tools like digital whiteboards or chat platforms where students can contribute ideas non-verbally.
2. Structure Group Roles and Tasks
Assign clear, specific roles that cater to students’ strengths and reduce reliance on verbal interactions. For example:
Recorder: Takes written notes for the group.
Timekeeper: Manages time and keeps the group on task.
Researcher: Looks up information or provides visual aids.
Presenter: Shares the group’s findings with the class.
By diversifying roles, students with verbal/auditory challenges can still contribute meaningfully to the group without being overwhelmed by talk-centric tasks. Here, students can take turns paraphrasing points and important ideas within the group.
3. Scaffold Group Interactions
Pre-Teach Collaboration Skills: Model how to have respectful, productive conversations, including turn-taking and active listening.
Use Sentence Stems: Provide prompts such as “I think ___ because ___” or “Can you explain ___?” to guide discussions and reduce the cognitive load of formulating responses.
Set Interaction Norms: Create ground rules like speaking slowly, paraphrasing others’ points, and repeating important ideas to make group discussions more inclusive.
4. Design Purposeful Activities Beyond Discussion
Not all group activities need to centre on verbal dialogue. Consider alternatives:
Hands-On Collaboration: Use physical tasks, such as assembling models, conducting experiments, or creating posters, where talk supports action rather than drives it.
Silent Collaboration: Incorporate silent activities like written brainstorming on large sheets of paper, shared Google Docs, or creating mind maps together without speaking.
Non-Verbal Summaries: Have groups present findings using visual or creative methods, such as infographics, diagrams, or skits, instead of relying solely on verbal presentations.
5. Provide Individual Supports in Group Settings
Advance Organisers: Share the purpose, structure, and goals of the group activity beforehand, so students can prepare.
Task Checklists: Give students step-by-step instructions for their role within the group, reducing reliance on real-time verbal instructions.
Pre-Assigned Scripts: For activities involving discussion, provide students with prompts or key phrases they can use during the activity.
6. Foster Peer Support
Pairing with Supportive Peers: Strategically group students with peers who can help clarify and repeat information.
Peer Note-Taking: Assign one group member to write down key points, which others can refer to during and after discussions.
Teach Empathy: Build a classroom culture where students are encouraged to help one another and value diverse contributions.
7. Use Teacher-Facilitated Check-Ins
During group work:
Monitor Progress: Circulate around the room to check for understanding and provide real-time support.
Reinforce Key Points: Pause groups periodically to summarise important ideas or clarify misunderstandings.
Provide Feedback: Offer specific feedback to groups on how effectively they are collaborating and including all members.
8. Assess Understanding in Multiple Ways
Rather than relying solely on group presentations or oral reports:
Collect Written Work: Have groups submit a summary, chart, or written explanation of their work.
Use Visual Displays: Allow students to create posters, diagrams, or models to show their learning.
Include Individual Reflection: Ask students to write about their contribution to the group and what they learned.
9. Adjust the Role of Talk
Talk remains a valuable tool in group settings, but its role can be adjusted to accommodate diverse needs:
Focus Talk on Simple Exchanges: Keep verbal interactions brief and straightforward, with a focus on key ideas rather than extended discussions.
Reinforce Talk with Other Modalities: Pair spoken ideas with visuals, actions, or written notes to make them more accessible.
Provide Processing Time: Allow students moments of silence to think and process before responding verbally.
By diversifying the ways students interact and communicate within instructional groups, teachers can create purposeful and productive group activities that are less reliant on talk. This ensures that all students, including those with verbal and auditory processing difficulties, can engage meaningfully and benefit from collaborative learning experiences.
Final thoughts …
PPIGs hold immense potential to deepen learning, foster collaboration, and help students develop essential communication skills. However, as with any instructional strategy, their success depends on thoughtful design and implementation. By integrating UDL principles into PPIGs, teachers can ensure that these group activities are truly accessible, allowing every student to participate meaningfully and benefit equitably.
Creating inclusive PPIGs requires more than minor adjustments—it demands a shift in mindset. Teachers must move beyond traditional, talk-centric methods and embrace diverse ways for students to engage, express themselves, and demonstrate understanding. This means incorporating multimodal communication, scaffolding tasks, and providing roles and supports that align with the varied strengths of learners in the classroom. It also means recognising the unique needs of students with verbal and auditory processing challenges, such as those with SLD or GLPs, and designing group activities with these needs in mind from the start.
This work is not without its challenges. Redesigning lessons to integrate UDL and PPIGs takes time, effort, and institutional support. Administrators play a crucial role in this process by providing teachers with the resources, professional development, and, most importantly, the paid planning time necessary to succeed. When teachers have the space to reflect, collaborate, and intentionally plan, they can create classroom environments where every student feels valued and included.
At its core, UDL is about equity—removing barriers so all learners have the opportunity to thrive. By applying these principles to PPIGs, teachers can transform group activities into powerful tools for inclusion. With intentionality, flexibility, and support, PPIGs can become a cornerstone of an educational experience that works for everyone.