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The most salient aspect of independent living and successful post-high school transition to employment is having the ability to independently use transportation. Adolescents and young adults with disabilities continue to experience significantly lower employment rates than their peers without disabilities (Wagner et al., 2003). One way to support the postschool employment of students with disabilities is to provide "school-to-work" programs or other early work experiences that can incorporate use of public transportation. A school-to-work program teaches essential functional skills necessary for engagement in early work experiences. These skills are also important elements of independent travel. The increasing availability of transportation apps creates a unique opportunity for teachers to enhance transportation education programs. The majority of urban cities as well as some suburban and rural areas with public transportation options use a global positioning satellite (GPS) tracking system with route-planning apps available for a variety of handheld devices. Before training commences, the teacher will need to ensure the school district will allow travel training. It will also be necessary to obtain permission from the building principal, and the plan should be introduced to parents or guardians of the students who will be learning to travel. Transportation education fosters greater access to the community, to social events, to postsecondary education, to independent living, and to employment. Advanced technology apps used on a smartphone or other handheld device incorporate visual imagery, verbal prompts, and written direction. These applications offer access to people with a variety of unique needs and challenges and hold the potential to enhance a school-to-work curriculum focused on vocational skills and independent living through transportation education.

Compared with White persons, Black/African American persons in the United States continue to experience high rates of educational deficits and employment stagnation as well as lower college graduation rates. This study examined the influences on Black/African American and White college students' high school completion, college attendance, and career choice. Results indicate that future income and future status have a greater influence on the career choice of Black/African American college students than on the career choice of White college students. The authors discuss these findings and present implications for career development professionals. (Contains 1 table.)