Inclusion of people with auditive and visual disabilities in research

This article presents a theoretical structure in which is proposed a first approach to a model for the inclusion of people with hearing and visual disabilities in the training of researchers, through universal design, curricular adaptations and the use of the individual document of curricular adaptation. The epistemological foundation corresponds to the deductivist-rationalist approach and the procedural sequence was developed from the observation, delimitation of the empirical structure, analysis of the problem, study of the theories, formulation of hypotheses, construction of the theoretical model, logical validation-and the derivation of guidelines for the execution of the corresponding adaptations, which are based on the social and particular realities of the context, as well as the approach of inclusive education as conception and purpose. Authors such as Garcia (2004), Duk and Loren (2010), Rodriguez et al (2012), Feliz and Ricoy (2002), Booth and Ainscow (2011) theoretically base this article. The model resulting from the deductive process proposes the training for researchers from the competency-based approach, inclusive education as well as the equality and equalization of opportunities inherent to it, so that it is feasible that those with visual and auditory disabilities can participate actively in the investigation.