| Sumario: | Background: Universities are deeply rooted in a tradition of exclusivity. However, for the past several years, they have been called upon to develop in an inclusive and socially responsible manner that does justice to the plurality of society. This has led to the emergence of diverse practices and projects around the world that are intended to open up universities to previously excluded and marginalised groups of people. At the same time, findings from postcolonial studies, such as Spivak's discussions on the topic of representation, show that such processes of change must always be accompanied by critical reflection. This article offers a reflexive analysis of two university projects—one in Iceland and one in Germany—where people with learning difficulties are employed as academic staff, engaged in both teaching and research. Methods: This article is a result of a collaboration between three nondisabled lecturers and three lecturers with learning disabilities, co‐written across three languages—German, Icelandic and English. The authors worked together to explore theories of representation, ensuring that their discussions and writing were accessible to all members, regardless of language or disability. The article discusses two projects from Iceland and Germany. Findings: The article shows that inclusive higher education developments are necessary. The projects presented in the article have created work opportunities for people with learning disabilities in the previously exclusive setting of the university. The article provides descriptions of the exemplary life paths of the three lecturers with learning disabilities who co‐authored this article. They have had to navigate the precarious balance between being reduced to mere representatives of their disability and contributing valuable academic knowledge. The findings suggest that an inclusive university can foster equitable academic environments, contributing to the transformation of higher education by reflecting diverse viewpoints and experiences. Conclusions: Initiatives in Iceland and Germany highlight significant progress towards more inclusive universities by integrating individuals with learning disabilities into academic roles, challenging traditional power dynamics. Spivak's (2008) concept of representation emphasises the need to include marginalised voices in academic discourse, ensuring they are genuinely reflected. While these efforts are crucial, continuous critical reflection is necessary to avoid reinforcing inequalities. Moving forward, universities must embed inclusion into all aspects of their structures, creating meaningful opportunities for marginalised groups to influence decision‐making. This approach will ensure that representation is transformative and drives genuine social change. Summary: In the past, universities were only for certain people. Now, they must include everyone, including those with intellectual disabilities or learning difficulties.Across the world, people are working to open up universities to everyone. Some projects help people with intellectual disabilities speak in university talks. These people are called representatives or self‐advocates. However, including everyone can sometimes lead to feeling left out. So, it's important to think and talk about these projects.Our article talks about two projects in Iceland and Germany called Equality for All and QuaBIS. In these projects, people with learning difficulties work as university teachers and researchers. This is a big change from the past, when these people couldn't do these jobs.The article explains why making universities inclusive is important, and it introduces the projects from Iceland and Germany. We share stories about three people with learning disabilities who teach and research at these universities. We also look at ideas about 'representation' to understand what people in the projects think. We use many thoughts from the philosopher Gayatri Chakravorty Spivak for this. She had a lot of theoretical thoughts on the subject of representation, which we have reflected on in our projects.The teachers and researchers with learning difficulties have different thoughts. However, they all agree that they want their voices and experiences to be heard at university. They believe that this will make the discussions about disability and society better and fairer for everyone.
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