Many deaf and hard of hearing children face significant challenges in language, literacy, social, and academic development. These challenges increase for deaf and hard of hearing children who are from culturally and linguistically diverse backgrounds (Cannon & Luckner, 2016). To address these challenges, philosophies, policies, and practices should support full inclusion. Deaf and hard of hearing children from ethnically, racially, and linguistically diverse backgrounds enrich many public school classrooms. However, addressing inequities based on disability, race, or ethnicity is about more than placement. Questions still remain about teachers' practices, and few teacher preparation programs in the United States provide training on how to work with deaf and hard of hearing children from diverse racial, ethnic, and language backgrounds (Cannon & Luckner, 2016). Yet teachers need tools for addressing inequities and dismantling systemic racism, and effective tools may be found in children's literature.