Gradually, the teacher adds her part and together they move gradually away from the concrete reality into the world of fantasy in which accompanying language plays an increasingly important role. It is very important to note that Russian deaf-blind education has a strong social component. Its purpose is to have a group of students participate in the activities, asking one another about the experience his or her playmate has gone through. Social Relationships Deaf-blind education in the Netherlands has always had a strong emphasis on the development of social relationships. Conversation, the major principle of working with deaf-blind children, was stressed from the beginning.
Social relationships are an integral part of conversations between communication partners.
However, in some instances, despite intervention by the teacher or caregiver, the child might be unable to play his or her conversational role. In order to prevent the fragile relationship from going astray, the educator might be forced to prompt the child with an object indicating that he or she wants the child to participate in an activity. Sometimes this situation arises because the educator lacks the skill to engage the child in meaningful communication and then overlooks the child's communicative intents for the sake of her own dominance. The theory itself, however, is not responsible for such poor implementation. Present research should be continued to develop teacher training and corresponding parent programs to address this need.