When working with a student diagnosed with CVI, it is crucial to:

Using materials that are known to the child is vital when working with a student diagnosed with Cortical Visual Impairment (CVI). Familiar objects can greatly enhance a child's ability to process and interact with visual information. Knowledge of the materials can boost the child's confidence and motivation, which are essential for effective learning. Familiar items can also serve as anchors, helping the child make connections between what they see and their prior experiences, thereby facilitating better understanding and visual recognition.

In students with CVI, visual processing can be significantly affected, so leveraging familiarity can assist in reinforcing the child's visual skills and comprehension. When students encounter known items, their cognitive load is reduced, allowing them to focus on processing the visual characteristics of those items rather than struggling to make sense of completely unfamiliar objects.

The other options do not support effective outcomes in a learning environment for students with CVI. For instance, limiting familiar materials or focusing solely on auditory learning neglects the visual aspect that is still critical for these students. Initially minimizing visual stimulation might seem reasonable, but in a long-term educational context, it's important to introduce visual elements gradually, especially those that the child recognizes and is comfortable with.