The inclusion of people with different abilities is increasing at all levels of education. Universities are also immersed in this process of greater inclusion, with an increasingly diverse student body. This situation presents both challenges and opportunities for professors and students in the higher education system.

The aim of this communication is to show the challenge for university professors to teach a subject of entrepreneurship to people with intellectual diversity. The subject is taught within the University Programme of Employment and Autonomous Life of the University of Vigo during the academic year 2023-24. Six people with different types of abilities (Asperger, Down, Autistic) participated in this course. A coordinator of the Down Association was always present in the classroom, a professional prepared to provide support in the classroom to the university teacher. University teaching and research staff usually lack or have not developed the necessary skills to teach this type of students, so this exercise requires a very important effort and the continuous support of professionals who facilitate this work in university classrooms (hence the relevance of the presence of the coordinator in the classroom).

In this paper we describe in detail the different training activities to achieve the objectives of the programme. The intention is that this material may be useful for other teachers in inclusive programmes similar to those taught at the University of Vigo. Specifically, the teaching on entrepreneurship was carried out through video viewing, computer practice, analysis of an entrepreneurship comic, oral presentation of a business idea, preparation of a business plan and visits to companies.

On the other hand, this paper shows a set of good practices to successfully overcome the challenge posed by this training for students and teachers. To evaluate the results of the teaching experience, a survey was carried out to assess the activities carried out in the classroom and the activities carried out as university students (meeting teachers other than those from the Down's Association, visiting the university campus facilities, etc.). The survey was addressed to the participants at the end of the teaching activity. All the activities were highly valued, with the best evaluation by the students being the integration into university life (fitting in perfectly with the objective of the programme for the inclusion of students with disabilities in the university). In conclusion, it could be said that this type of activity generates important benefits both for the students themselves, in academic and non-academic terms, and for the university teaching staff.

Keywords: Inclusion, university, intellectual disability, entrepreneurship education.