The first adolescent developmental tasks associated with sex that must be mastered is the formation of new relationship and more mature with the opposite sex. The development of interest in the opposite sex follows a certain pattern, likewise for autistic adolescent who experience growth in their sexual side. Sexuality is the integration of feelings, needs, and desires that shape a person's unique personality, revealing a person's tendency to be male or female. Sex, on the contrary, is defined as sex or other activities/events from physical relationship sex itself. Adolescent with autism do not like the adolescent age. Parents who have children with autism have different challenge, especially in providing sexual education to their children. Sexual education for adolescents with autism is very important they are more prone to experience sexual harassment. Sexual education is also important for autistic adolescent to them give an adequate understanding regarding changes in physical, mental, and the emotional maturity associated with sexual problems and provide knowledge about the mistake and sexual perversion so that they can protect themselves against the exploitation that can disrupt the physical and mental health.

Three barriers owned by children with autism as it has been widely known is the ham of communication, interac tion, and behavior. Therefore education of children with autism need services that can ac commodate their special needs. One form of the services provided is inclusive schools. At school inclusion of chi9ldren with autism can learn to develop the ability to c ommunic ate and interact socially at their disposal. This c ase study aims to obtain an overview of communic ation skills of children with autism to interact socially. The conclusion of this study is to be in sc hool inclusion makes the child's ability to c ommunicate with peers who are not autistic increase. Children with autism have dared to initiate a c ommunication when there is interac tion with friends.

This paper discuss good governance model for conflict resolution around water tourism area in Indonesia. This paper developed structural factors that influence water tourism such as the population, economic development, regional generated revenue, real-time sector revenue, poverty rates, and water management which is the focus of the study affected the rising of the water conflict. This study is field research qualitative study. The objects in this research are water tourism stakeholders which are composed of three different water tourism management in Karanganyar, Central Java, Indonesia, namely Grojogan Sewu, Jumog and Peblengan. This study conducted in Karanganyar as a district that has a natural beauty with huge potential to further develop its natural attractions. The data sampling is done by observation and interview. From the result of this study it can be concluded that (1) there needs to be a clear explanation for the villagers near the water tourism area that the natural resources of water needs to be preserved and used moderately ; (2) a communication needs to be established between the stakeholders and those using the water resource, for the sake of the villagers’ welfare as well as the economic improvement; (3) the government, both the regional government as well as the central government need to make regulation to keep the condition of the nature without ignoring the possibility of conflict ensuing because of water usage by the villagers; (4) increasing the role of the villagers in managing the water resource so that there will be no prolonged conflict in the future.

Masyarakat multikultural adalah suatu masyarakat yang beragam kumunitas budaya dengan segala kelebihannya, dan kekurangannya tentang konsepsi mengenai dunia, suatu sistem arti, nilai, bentuk organisasi sosial, sejarah, adat serta kebiasaan. Berdasarkan hal di atas, kajian ini berdasarkan konsepsi teoritis mengenai problematika pendidik sosiologi antropologi di masyarakat multicultural. Minimal ada empat hal yang dialami pendidik di masyarakat multikultural, yakni: (1) tuntutan penyetaraan pelayanan dalam menyeleksi dan mengintegrasikan isi (content selection and integration); (2) masalah "proses mengkonstruksikan pengetahuan" (the knowledge construction process); (3) menguragi prasangka (prejudice reduction)? (4) sejauhmana guru mampu memilih aspek dan unsur budaya yang relevan dengan isi dan topik mata pelajaran, sehingga peserta didik menuntut penyetaraan pendidikan (equity of education). Berdasarkan uraian di atas, pendidikan harus memenuhi kriteria ilmiah (scienteific methods), dengan lebih mengedepankan penalaran induktif (inductive reasoning) dibandingkan dengan penalaran deduktif (deductive reasoning) dengan pendekatan kolaburatif dan kontekstual.

This study aims to determine the classroom physical environment of wheelchair users in inclusive schools. This research was conducted in two inclusion schools in Surakarta City. This study used descriptive qualitative method. Data collection is done by interview, observation and documentation. The results showed that some of the things that teachers have done related classroom arrange for wheelchair users are an easy door for wheelchair users, non-slip floors, seating is easy to reach by students, provided ventilation and light enough, and available device have been modified. While the obstacles experienced by wheelchair users are the distance between the table is difficult to pass the wheelchair, difficulty in using modified device, difficulty move in building multi-storey school building and  path to a class that has not been smooth.