Successful Auditory-Verbal graduates are dispersed into the mainstream educationally, professionally, and socially. A generation of profoundly deaf graduates from Auditory-Verbal programs throughout North America have received careful study (Goldberg and Flexer, 2001). They reported that amplification technology and Auditory-Verbal intervention enabled them to learn spoken language primarily by hearing and listening. Findings showed that graduates often had been mainstreamed in their local school districts, attended post-secondary institutions that were not specifically designed for persons who are deaf or hard of hearing. They pursued the careers of their choice and are involved in typical community activities. In addition, reading skills of auditory-verbal children have been demonstrated to equal or exceed those of their hearing peers (Robertson & Flexer, 2001).