Situated in the context of U.S. educational outcomes, education policy in California, and UNESCO's definition of inclusive education, we examine how schools have addressed student diversity. Methods of identifying students with disabilities are not adequately designed to identify English learners with disabilities. In part to address that problem, we introduce the concept of intersectional reculturing as an approach for educators to consider students' intersectional identities in order to address inequitable educational outcomes. We then present a theoretically grounded proposal for intersectionally recultured preparation of educational leaders, including use of a framework aligned with universal design for learning (UDL).