The development of the era can no longer be denied. When technology develops, it changes the character of children. The problem reflected reflects the application of this indicator as to the character of education in Indonesia. Character education has not been approved successfully by looking at agreeing to the problem above. This makes character education meaningful and important to do in the family and the community. Problems that occur in children today can not be denied anymore given the facts that occur reflect changes in the child's character. Through ecological theory, character development can be instilled through interactions within subsystems. This theory provides a study of the interrelationships between children and families, between children and peers, between children with the school environment, and between children and society. Through this theory can also be presented as an understanding of the interaction between dynamic and complex individuals. Thus character education can be instilled using developmental ecology theory discussed in each subsystem, namely microsystems, ecosystems, macrosystems, and ecosystems. Each subsystem provides a difference in the character of children with the interaction of family, school, community.

To developing character of young people can apply a few indicators of clean and healthy behaviours in school, that: 1) washing hands with water and shop, 2) taking the food of healthy, 3) use latrines clean and healthy, 4) regular exercise and measurable, 5) not smoking, 6) throw garbage into the dumpster disaggregated, 7) eradicating wiggler, 8) weigh and measure height, 9) maintaining the hair so clean and neat, 10) clean and neatly dressed, 11) maintaining the nail to keep it short and clean. Each indicator of healthy behaviour and clean there is values characters such as of discipline, healthy life, love and care for the environment.

This study aims to obtain the learning plan of the physical education in inclusive elementary schools, find out the learning process and identify physical education learning strategies in inclusive elementary schools in Yogyakarta city. The research method used is descriptive qualitative. The data collection techniques in this study employed direct field observation techniques during the learning process of Physical Education, direct interview towards theteachers of physical education and mentoring teachers, and documentation by collecting various images or data that support this research. The study was conducted in 3 elementary schools: 1) Taman Muda Ibu Pawiyatan, 2) SD Negeri Baciro and 3) SD Negeri Pakel. Data were collected through the techniques of direct observation, interviews, and documentation so that they can yield overview and conclusion regarding to the learning strategies. The results of the research showed that in the planning of physical learning, there should be more serious and better preparation regarding to the syllabus, lesson plans and assessment. In the process of learning physical education, the research result showed that some students with special needs for athletic sports, especially running subject does not need significant adjustment, however blind students and deaf students felt that they need some adjustment in the running subject. There are a number of physical learning strategies for students with special needs including the use of appropriate language, making task sequences, allocation of time for learning, modification of the games/ sports rules and learning environments.

This article aims to describe the implementation of inclusive education through the humanism approach. The method used in writing this article is a literature study. In the context of inclusive education, learning is emphasized on cultivating sympathy, respect, appreciation, and empathy for different socio-cultural backgrounds. Therefore, through inclusive education it is hoped that it can create an environment that is friendly, fun, flexible, can foster self-confidence in students and educators who have special abilities. According to the author, inclusive education can run optimally if it is based on a humanism approach. Because this humanist educational model can instill the principle of recognizing differences in abilities and social constructs. This humanism approach is an approach that positions humans as social creatures to interact with one another and makes it a fun place for students to develop their potential for provision in people's lives. The understanding of humanism that has developed in Western countries today affects the way people perceive the existence of children and their education. This understanding views children as very valuable individuals so that all their rights must be respected and fulfilled. Every child has different potential, development, and needs. These differences must be respected. Through this humanist approach, it is hoped that it can support the implementation of inclusive education.

This study aims to develop a guidance and counseling program in improving students' social skills at SD TMIP Yogyakarta City. This is based on preliminary findings that indicate the social skills of students in these schools need to be improved. The research method used is Research & Development. The results of the development of guidance and counseling programs include: 1) development of service programs including a) network development, b) Development of Guidance and Counseling Management Activities, c) Service development, d) and types of services, 2) design and action plans include: a) identification, b) time management, c) inventory of needs and types of services, d) implementation, reflection and evaluation of programs.