This study surveyed and organized the literature on formative activities for children with severe-multiple disabilities to clarify research trends and problems. The author reviewed academic papers, practical reports and books that have been published since 1949. Studies on how children and teachers communicate in formative activities classes were focused on. A total of 11 academic papers, 35 practical reports, and 6 books were analyzed. It was found that the topic of relations between children and teachers has not been investigated in academic papers. In practical reports, four concepts have been commonly examined: “significance of the relationship," “the point of mind of guidance," “the method of communication,"“ create meaning of relationship".