THE RELATIONSHIP BETWEEN SOCIAL ACCEPTANCE AND ACADEMIC ACHIEVEMENT AMONG STUDENTS IN INCLUSIVE CLASSES IN KOSOVO.

One of the main challenges of the modern school is the implementation of comprehensive education. Knowing that students are different among themselves, and have different personalities, traits, and even special needs, it is very important to know how to manage this diversity within the classroom and accept all students without distinction. The factors that affect the academic achievements of students are numerous and it is impossible to control them, therefore through this research, we aimed to ascertain the correlation of one of these factors, in this case, social acceptability with the academic achievements of students. Therefore, the main purpose of this research is to determine the relationship between social acceptability and academic achievements of elementary school students in Kosovo. The sample was random, while according to the nature of the research, it is judgmental or intentional, which was chosen without probability. The sample includes 4 schools in two municipalities of Kosovo, Istog and Mitrovica. The results of the research showed that there are different social relations in terms of social acceptability among the students of a class. Starting from popular students, rejected students, neglected students, and opposed students. These social relations among students affect the students' performance. There is also a reciprocal relationship between social acceptability and academic achievement, i.e. with an increase in social acceptability, the level of academic achievement of students increases and vice versa, with a decrease in the level of social acceptability, the level of academic achievement also decreases. [ABSTRACT FROM AUTHOR]