Within educational systems across the nation, traditionally marginalized and "multiply marginalized and underrepresented (MMU)" groups, composed of students of color, students with dis/abilities, students living in poverty and/or emergent bilinguals, continue to be excluded and segregated, perpetuating discriminatory practices both inside and outside of school spaces. Inclusive systems however, provide a more equitable and higher quality education for all children and are instrumental in shifting discriminatory attitudes beyond classroom walls. Preschools provide the first context where children interact with the world and people outside their homes. They are prime spaces to develop social relationships and a sense of belonging rooted in seeing the value of diversity. When students of diverse abilities, backgrounds and ethnicities play, socialize and learn together, respect and understanding grow. The interplay of race, language, ability, class, and age are examined through the long history of educational reform policies that have targeted "MMU" students with less than impactful results. One possible way forward may lie in supporting educator recognition of "dysconscious racism" and "dysconscious ableism" and actively shifting deficit based perceptions through justice centered and inclusive educational settings. An underlying theme of this discussion is how fostering teacher efficacy for social justice and knowledge of "Dis/Crit Classroom Ecology" and its four components of "Dis/Crit Resistance," "Curriculum," "Pedagogy" and "Solidarity" can engender equitable educational outcomes concerning opportunity gaps, identification of special services and exclusionary discipline practices. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]