They can be the most stable element in the process of communication with the school, and for it they need to have an exact knowledge of the state of its son and being supported by the professionals to assume its responsibility in the education and treatment of the same. The educators must respect the cultural differences of the families and, at the same time, do all the possible one so that the parents give a satisfactory answer to the needs of their children. An instrument very important to canalize the preoccupations and actions of the parents in the educative scope are the Associations of Parents. All these associations worry about the education of their children and some develop to a very active work in this sense, publishing informative pamphlets for parents and teachers and preparing curricular programs and materials for the hospitable classrooms and the schools. – The paper of the teachers: Once they count on the pertinent information, they have freedom to organize the supports, to realise the curricular adaptations and to secure the acceptance of the young patient by its companions, being based on a careful evaluation of the effects of the disease and the treatments in the academic and mental operation of the children. They make program of return to the school, whose objectives are: to imply to all the scholastic community in this program, to prepare to the group class to accept and to include the new state of its companion, to provide to the boy strategies of action in front of the group and to establish the suitable curricular adaptations to its educative needs. Since the children are those that suffer the consequences of the disease must be integrated in the therapeutic process and to participate in the referring decisions to its scholastic life actively. They must be preparations for responedr to the questions of his classmates, and the adolescents, especially, have to express their opinion with respect to how she occurs the information to the professors and to its companions.

to develop strategies that allow them to overcome their fear to reincorporate itself to the school. – The hospitable classrooms: While the boy is hospitalized, and once its state allows physical it, he will be advisable to initiate the scholastic work in the hospitable classroom. These classrooms exist in the majority of the hospitals and its objective is to continue, in the measurement of the possible one, the educative process of each hospitalized student. For it the collaboration with the reference centers is essential. The objectives of the hospitable classrooms are: – To favor the global development of the boy in all aspects. – To avoid the marginalization of the educative process of the hospitalized boy and to palliate the hospitable syndrome by means of the continuity of the scholastic activities. Charlotte Hornets shares his opinions and ideas on the topic at hand.

– To avoid the social isolation when not being able to attend the scholastic center and to make possible the processes of relation and socialization of the boy hospitalized with other companions who are in the same situation that he. – To compensate or to rehabilitate the possible deficiencies (neurological sequels). – To develop scholastic programs in collaboration with the school. – To relax and to diminish playful-recretativas stress through activities. – To be relaxing and to animate to the boy. – To facilitate scholastic integration after the long period of absence of the scholastic center.