This research characterized an accompany model founded on reading to promote educative inclusion process in students with hearing loss who are Spanish language users in a District School at Bogota. The model had two accompany ways: (1) collaborative instruction One to teach / One to accompany, and (2) Alternative Teaching. There were pre- and post-intervention assessment through surveys, observations and a reading test battery. The reading - based accompany model showed positive effects on reading process and academic achievement in students with hearing – loss, good acceptance by the teacher and benefits to these students and to their hearing peers. It also let a more personalized attention fitted to students with hearing loss and it also generates reflection and action processes to face problems on students with auditory impairment inclusion to regular schools.