We draw from scholars in disability studies (DSE), critical race theory (CRT), and disability critical race studies in education (DisCrit) who argue that it is at the intersection of "justified" discrimination based on race and dis/ability, segregation and oppression that we must now work to name systems of exclusion at work in our schools and actively seek to disrupt them (Annamma, Connor, & Ferri, 2013; Leonardo & Broderick, 2011; Watts & Erevelles, 2004). We conceptualize a praxis of critical inclusivity requiring reflexive thought and action at the intersection of ideology, historical and contemporary school structures, affective attachments, and curricular and pedagogical acts in an effort to break from the creation and recreation of oppressive discourses and learning conditions.