C oncluding a two-part American Annals of the Deaf special issue on deafness and diversity (DAD), the editors provide reflections and guidance to the field regarding d/Deaf and hard of hearing (d/Dhh) children with a disability (DWD; e.g., learning or intellectual disability, autism) and d/Dhh children from homes where parents use a language other than English or American Sign Language (d/Dhh Multilingual Learners; DMLs). Contributing authors addressed the application of theory, research, and practice to five topics: (a) early intervention, (b) communication/language, (c) assessment, (d) transition, (e) teacher preparation. An overview of the main recommendations of the contributors and editors is presented in an effort to advance research and pedagogy with these learners. In conclusion, the editors discuss the “Radical Middle” approach (Easterbrooks & Maiorana-Basas, 2015) to working with students who are DAD: providing learners with all options for academic, social, and emotional success.