I don't think you can really fade the visuals very easily for processing issues..
I personally have difficulties organising myself (executive function type difficulties). Countless lost bank cards, phones, serious issues with filing accurately at work, that sort of thing.. sounds trivial but there was a point where I was close to being in serious trouble at work because I was just crashing and burning with the amount of organisation I needed to do and I just wasn't able for it, would forget to do really important things and couldn't manage myself to meet deadlines. It was contributing to me feeling quite ill at work. As a little girl, my desk at school was utter chaos and I just couldn't keep it neat and tidy like others could. I used to be really ashamed by this (and still have closets like my desk).
I am 32 years old and NT and I need visuals to help me remember to do the things I need to do (lists, post-it notes etc). When I am at a meeting, I have to write down what I hear to process it (and it really bloody irritates me when people tell you to stop because "there's a handout"). For some people it isn't really realistic to learn to remember and act upon things in your head only.
For adults, there are a raft of organisational techniques that take account of the fact that we can't all juggle information in our head - from post it notes to PDA's, filing systems, prioritisation schemes, Outlook reminders, mobile phone reminders, fly lady etc. None of these carry any social stigma whatsoever - so rather than focusing on fading visuals, I would be thinking of working out what systems are going to work to help my child become an active listener and, in the future, be able to write down information and organise it into a system they can later rely on.
At 7, it's unrealistic to be able to operate an adult-type system (most typical 7 year olds don't have many of the essential subskills to allow for this, let alone those with processing challenges) but this is one area where physical structure can help.
Most kids need support to learn to organise themselve at first - breaking down instructions etc, doing things in the immediate context vs moving to another room to do it, but in time they can be given more responsibility for checking back that they have understood the instruction and know what they need to do e.g. repeating the instruction and writing down key words of what they need to do etc. At secondary school, remembering and writing down what you need to do is crucial across the school day: getting out equipment in lessons, putting it away, making it to class on time etc. However, we don't really expect 7 year olds to do very much of this without physical/visual and adult support e.g. they don't clear out the cupboards or organise much of the equipment for lessons..
Most typically developing kids who are organised have learned those skills over time at home and at school - tidying up, knowing there is a place for everything and everything has its place etc. Filing and sorting and organising yoruself is not an innate skill, it is one that most people learn through repeated experience which moves from being more or less supported to more or less independent.
For youngish kids with difficulties in this area, it's easy to do simple things like colour coding or labelling boxes (with a symbol if literacy is an issue) and making "toy filing" systems as obvious as possible e.g. all cars in one box, all crayons in another etc, having a special pocket in a school bag for notes from school that gets checked every day as soon as they come in, routines etc.
Kids with SEN may need more opportunities to do the same things before they are fluent at them - they may need more explicit structures which can be faded, true.. but it's important to recognise, here, that visual and physical structure for organising yourself is the social norm so ultimately, shaping their use towards what is going to be most useful in their future lives is more important than removing these supports. Independent use, I suppose.