Inclusive multicultural educational environment as a factor of socialization of children from migrant families

Gur'yanchik Vitalii Nikolaevich ORCID: 0000-0001-9963-4510 PhD in History Associate Professor, Department of Social Pedagogy and Organization of Work with Youth, Yaroslavl State Pedagogical University named after K.D. Ushinsky 150000, Russia, Yaroslavl region, Yaroslavl, nab. Kotoroslnaya, 44 vit-gurjanchik@yandex.ru

Kosmalev Nikolai Sergeevich ORCID: 0009-0003-3727-059X Student, Department of Social Pedagogy and Organization of Work with Youth, Yaroslavl State Pedagogical University named after K.D. Ushinsky 150000, Russia, Yaroslavl region, Yaroslavl, nab. Kotoroslnaya, 44 kns-yar@mail.ru

Introduction

Today, inclusive education is rightfully recognized as one of the priorities not only in Russia, but also around the world, as it promotes the inclusion of children and adults in the practice of mutual assistance, overcoming stereotypes in society. Such an organization of the educational process implies teaching children with disabilities in a regular school, excluding any discriminatory actions towards students and adapting external conditions to their educational opportunities. At the same time, the lack of grounds for assigning students to any nosological group rejects the possible need for them to create conditions for inclusive education. This category, in particular, includes children from migrant families who do not have any somatic diseases, but who experience obvious difficulties in being included in the educational environment of a Russian school.

The concept of inclusive education, which is a key direction of modern state policy in the field of education not only in Russia but also abroad, was primarily created to solve the massive contradictions of the modern social system and is designed to guarantee education for every child. As a result, the concept of inclusion acts as a key principle of the development of the educational system in modern conditions ^{[1, pp. 620-621]}.

The purpose of the study is to study the current state of inclusive education in a multicultural environment.

The main objectives of the study:

1. To identify the main theoretical approaches to the study of a multicultural and inclusive educational environment.

2. To analyze the assessment of the real state of inclusion in a multicultural environment according to the pedagogical community.

3. To identify the leading problems and factors influencing the effectiveness of the development of an inclusive multicultural educational environment, identified by the subjects of educational relations (students and parents).

4. To conduct a comparative analysis of the identified problems and factors by all participants in the educational process.

The main part

The problem of multiculturalism in modern society and education, in particular, is not new, but remains relevant. The study of this issue is integrated into pedagogy, psychology, philosophy, cultural studies, sociology, law, etc.

As R.R. Singh notes, the development of a multicultural society as a new stage of human development, in which the cultural component of human life is gaining increasing importance, determines the importance of the formation of a modern multicultural educational environment as a spatiotemporal organization of the objective world, external to the subject, but influencing its condition and development, and providing vital opportunities for the comprehensive improvement of personality ^{[2, p. 11]}.

At the same time, it should be noted that the problem of the emergence and development of the concept of "multicultural educational environment" or "educational environment" remains in the field of view of modern philosophers and educators, sociologists and psychologists, who often supplement this concept with a component necessary for specific research, obtaining new transformations of existing definitions, developing them and offering new models for the educational process of the educational institution.

To date, it is becoming obvious that there is no model of the educational environment adapted to the modern conditions of the development of Russian education and society – a model of a multicultural educational environment that takes into account their multiculturalism and polyparadigmality.

It should be noted here that an important condition for the development of any educational environment is its constant change in accordance with external and internal requirements ^{[3; 4; 5]}. At the same time, the nature of the educational environment, as a rule, is determined by the goals of education in the existing conditions of modernity, which are formed in accordance with external requirements for modern educational institutions and institutions. The educational environment itself, in turn, "puts forward" a set of requirements for the educational process – internal requirements. In particular, scientific research addresses issues of the formation of professional competence of teachers in the context of multicultural education ^[6]; the need to create a concept of multicultural education ^[7]; studying the practices of implementing a multilingual model of multicultural education in the Russian Federation ^[8]; the specifics of learning Russian by bilingual students in the context of multicultural education ^[9].

To consider the genesis of the concept of a multicultural educational environment from a theoretical and methodological point of view, it is necessary to consider in a certain sequence of interrelated concepts: "environment" - "educational environment" – "multicultural educational environment". At the same time, as part of our research work, it is more important for us to understand the final concept – a multicultural educational environment, so we will focus on its interpretation in more detail.

V.A. Yasvin understands the educational environment as "a spatially and/or event-limited set of opportunities for personal development arising from its interaction with its social and spatial-subject environment" ^{[10, p.16]}. School, in his opinion, is a socio-educational platform in which the resources of general and additional education are integrated as well as the pedagogical possibilities of socio-cultural activities ^{[11, p.50]}.

In the conditions of multicultural reality, the mutual influence of cultures inevitably leads to mutual enrichment of members of society who combine different cultures in their minds, oriented towards others who are predisposed to dialogue with them. Cultural differences that determine a person's belonging to a particular group are the most obvious manifestation of the diversity of values and points of view. This is reflected in the tastes of people, their preferences and attitudes, lifestyle and outlook on the world and is a product of the evolution of each nation and its adaptation to its environment and circumstances of life in order to meet the needs common to the group. In the works of I.V. Kolokolova ^{[12, p. 9]}, we find the statement that the multicultural educational environment is characterized by: openness – the ability to respond promptly to the emerging educational needs of society and man, and is designed to help, not only take into account the characteristics of students in their cultural identification, but also contribute to their more successful adaptation to foreign cultural conditions through education.

Thus, in a broad sense, based on the works of A.N. Ryblova and Yu.A. Fakeeva ^{[13, p. 7]}, a multicultural educational environment is understood as "an environment where representatives of different cultures actively interact as subjects of education." In a narrow sense, according to O.L. Kolonitskaya ^[14], it can be defined as "a part of the educational environment, which is a set of conditions that affect the formation of a personality, its readiness for effective interethnic and intercultural interaction, empathy, preservation of national identity and understanding of other cultures and ethnocultures, tolerance towards representatives of other cultures and ethnicities".

Based on the above, it is possible to determine the key functions of a multicultural educational environment:

- development, as a multicultural educational environment contributes to the realization of the potential of each of its subjects and institutions as a whole; promotes professional and personal development; helps students gain the ability to become and be the subject of their own development in a multicultural world;

- the choice of values, because the multicultural educational environment gives the individual such an opportunity, while contributing to the development of a common value-semantic context of perception of reality;

- regulation, because the multicultural educational environment allows you to regulate the activities of subjects based on the developed general norms and rules of life organization;

- safety, since a multicultural educational environment promotes a favorable existence for the student, detaining him in a multicultural educational space; serves as a mechanism to protect subjects from destructive tendencies;

- facilitating interaction, since a multicultural educational environment leads to the harmonization of the interests and values of its subjects; facilitates the process of interaction between its subjects both inside and outside the educational institution.

The main function of a multicultural educational environment in an educational organization is to ensure a tolerant attitude and effective interaction between the subjects of the educational process, provided that an environment is created that allows participants to comprehend cultural values, norms and patterns of behavior of their own and other peoples; to form an experience of positive interethnic and intercultural interaction. Thus, a multicultural educational environment, on the one hand, contributes to the formation of a national identity of a person, and on the other hand, it provides training for subjects to understand other cultures, recognize and accept cultural diversity. All of the above is achieved through multicultural education through the creation of certain conditions within a multicultural educational environment.

Thus, to analyze the real state of the issue, we will rely on the following definition: inclusive education is an organization of the learning process in which all children, regardless of their physical, mental, intellectual, cultural, ethnic, linguistic and other characteristics, are included in the general education system, which takes into account their special educational needs and psychological and pedagogical assistance and support are provided.

V.A. Yasvin notes that in today's Russia, the time has come for variable education, the essence of which is the transition from a state monopoly to a non–state one, "from a "non-national" unitary school to a multiethnic intercultural school of tolerance ^[15]. Multicultural education has a powerful educational potential, which allows students to develop patriotism, tolerance, interest in the cultures of the peoples of their country and other countries of the world, and a culture of interethnic communication. The main advantage of such education is also the ability to "activate the creative potential of the individual, create pedagogical conditions for the participation of schoolchildren in various forms of activity for the study, preservation and creative development of traditions of various ethnic cultures" ^{[15, p. 125]}. Russian society is multicultural and multinational, and education should correspond to this, as a pedagogical response to one of the problems, the solution of which is an essential condition for the democratization of education and training, public life in general.

Modern international studies show that globalization, as a phenomenon that has affected almost all spheres of life of the world community, has also generated global economic, social, political, medical, technological, educational and other heterogeneous causes, which contributed to increased migration of the population. In this regard, there is a need for multicultural education. Today, there is a need for multicultural education for the tolerant coexistence of large and small nationalities for the development of a dialogue of cultures, the formation of a single cultural space. The educational space in a multicultural environment should become truly inclusive, i.e. take into account the cultural, educational and educational needs of ethnic minorities, thus preserving the interests of cultural diversity in conditions of respect for national cultures and at the same time giving the main role to the culture of the leading ethnic group.

Based on this, the concept of "inclusion" should be considered not only in the context of teaching children with special educational needs, but also as the inclusion of representatives of different ethnos and cultures in the educational process, which corresponds to the principles of the cultural approach. Any nationality, nation, or ethnic group contributes to the development of world culture by borrowing something new from others and accepting everything valuable in another culture. There is a process of mutual cultural exchange, on which inclusive education should be built. The consequences of migration, as T.V. Makeeva points out, "manifest themselves in various spheres: political, social, economic, cultural, psychological, educational and others. They can have both a positive and a negative character for both society and the individual" ^{[16, p. 179]}. All this determines the relevance of studying the problems of territorial displacement of the population, including the regulation of migration in the field of education.

In the collective monograph "Formation of personal competence in a collaborative environment", researchers consider the issues of educational migration and identify the most characteristic problems (barriers) that arise among foreign educational migrants:

– a language barrier (cultural and linguistic shock) that prevents the assimilation of educational information and communication, a feeling of helplessness from the fact that no one understands it and there is no way to explain the essence of their problem;

– adaptation to a new socio-cultural environment, lack of knowledge among foreign citizens about the host country, which often causes reactions of rejection to unfamiliar realities;

– psychophysiological difficulties (climate change, diet, regime, etc.);

– low level of awareness about the political, economic and socio-cultural life of Russia, about the norms, customs, traditions and culture of the people. It is not uncommon to find a negative attitude towards Russia, which has been formed from foreign media;

– the lack of ethnic tolerance between representatives of different national groups (critical reviews of some national groups in relation to others), etc. ^{[17, p. 67]}.

The education and upbringing of children from migrant families is also a priority task of the state social policy, which can be described as "the activity of the state aimed at creating conditions that ensure the satisfaction of children's needs for survival, socialization, well-being and development" ^{[18, p. 39]}. The inherent potential of the modern family is largely determined by the qualitative characteristics of the functioning of the family in its inherent spheres and conditions of society, which allows us to consider the family from the standpoint of as "having or not having the necessary resources and its own potential to solve problems in modern society" ^{[19, p. 126]}. By resources we mean "means, the availability and sufficiency of which contributes to achieving the goal and maintaining well–being, and the absence or insufficiency makes it difficult"^{[20, p. 22]}. According to Z.H. Saralieva, the following components of the family's resource potential can be distinguished:

• human resources;
• adaptive resources;
• communication and information resources;
• financial and material resources;
• the intellectual resource of family members;
• a creative resource for the family as a whole and its members;
• a social networking resource;
• a resource of family ties and support;
• sense resources;
• a resource for psychological balance;
• physical resources, health;
• status resource ^{[21, p. 126]}.

The higher the resource potential of a family, the more it can be characterized as socially competent. That is, the family's willingness to solve difficult life tasks, adapt to new socio-cultural conditions, resist adverse situations and maintain psychological balance is developed at a fairly high level. All this is necessary for the successful adaptation of a child from a migrant family in a multicultural educational environment.

To assess the level of development of inclusive education in a multicultural environment, we conducted a survey of teachers and specialists from 30 schools in Yaroslavl (N=159) teaching migrant children. The questions covered educational and socio-cultural aspects. Let's focus on the most acute problems identified by the respondents. Moreover, we are interested in qualitative analysis, not quantitative processing.

One of the most acute problems of teaching migrant children is to determine the grounds for creating specialized conditions for them, which 100% of respondents agreed with. At the same time, respondents rate the level of development of inclusive education in the municipal education system as average (79%), only 18% rated it excellent. The primary difficulty for students from migrant families to master the educational program is the language barrier – ignorance of the Russian language and the problem of bilingualism in the family, as 98% of the surveyed teachers note.

The creation of conditions for inclusive education depends on the presence of any disease in the child and its classification into one of the nosological groups, for example, the hard of hearing, visually impaired and other categories. If there are deviations in development, such a student freely passes a psychological, medical and pedagogical commission, which determines for him the option of an adapted educational program, the necessary conditions and directions of psychological and pedagogical support, including classes with specialists: a defectologist, a speech therapist, a teacher-psychologist, etc. In the absence of any defects in psychophysical development, sending a child to a commission can lead to several results.

Due to the complexity of language communication with the members of the commission, a child may be incorrectly diagnosed with intellectual disabilities - mental retardation or mild mental retardation, which has no real basis. This is how the commission's specialists usually "hedge" themselves in order to have a reason to recommend classes with specialists, for example, a speech therapist. In this case, the educational organization will be forced, guided by the conclusion of the psychological, medical and pedagogical Commission (PMPC), to develop a lightweight (adapted) educational program, deliberately underestimating the level of subject, meta-subject and personal results.

The second option, based on the absence of an obvious defect in psychophysical development, may be the conviction of the commission's specialists in eliminating the need to create conditions and study according to an adapted educational program. In this case, the educational organization is faced with the problem of organizing psychological and pedagogical support for this child due to the fact that the introduction of specialists into the staffing table and their classes with students (speech therapists, speech pathologists, psychologists, etc.) directly depend on whether children have the status of "child with disabilities" or "disabled child". Thus, inclusive education for migrant children, unfortunately, is fully accessible to people with disabilities, and it is extremely difficult to implement in the absence of psychophysical defects.

And finally, bilingualism in the family is often an important problem of the language barrier. The child is forced to communicate in the educational organization in Russian, while at home they communicate in their native language. This situation significantly hinders the success of the integration of migrant children into the environment of their peers and the development of an educational program. Convincing parents of the need for everyday communication in Russian in order to help the child accelerate language learning becomes especially difficult, i.e. combining national, religious traditions and linguistic assistance in family education also becomes one of the pedagogical problems.

According to the majority of teachers surveyed (92%), successful educational adaptation is influenced by the lack of continuity between the normative educational standards of Russia and other countries. Often, the level of knowledge of migrant children in subject areas does not correspond to the level of knowledge of their peers, which is especially acute when a child does not enter the first grade. At the same time, there are practically no grounds for lowering the grade of education for an educational organization if the positive results of the intermediate certification for previous years of study are reflected in the personal file.

Knowledge of the basic values of each other's culture and religion among participants in educational relations today also remains a matter that needs to be addressed. Undoubtedly, some steps have been taken in this direction with the introduction of the courses "Fundamentals of the spiritual and moral culture of the peoples of Russia" and "Conversations about important things" into the curriculum, which allow students to get acquainted with the main national characteristics, while providing an opportunity to form only a superficial idea of the traditions, culture and religion of various peoples. According to the majority of teachers, these classes and their equipment with methodological materials are still not enough. More than 36% of teachers conclude that there is an insufficient level of tolerance among adolescents.

In addition, defining its humanization as one of the leading goals of inclusive education, a high percentage of teachers note that today they do not have a sufficient level of professional competence in the formation, upbringing and correction of a personality capable of effectively and positively interacting in a multicultural society. Young professionals who face the problem of teaching children of different nationalities and the level of Russian language proficiency in the same student body have particular difficulties. Respondents attribute the occurrence of this problem to the insufficient level of scientific and methodological development of the issue and the lack of appropriate professional development and training programs. Teachers and specialists of the education system who took part in the survey almost unanimously (98%) stated that they did not have sufficient competence in creating conditions for effective education of migrant children in a general education organization. At the same time, over 75% noted that they do not have knowledge of the peculiarities of culture and religion of various national groups.

An analysis of the activities of municipal and regional innovation sites in Yaroslavl shows that over the past decade, the problem of a multicultural educational environment has not been addressed as a direction of innovation. It was only in the 2022-2023 academic year that one of the educational organizations in Yaroslavl turned to the topic "The system of language support for bilingual and foreign-speaking children at school." At the same time, the chosen topic and the planned product of innovative activity cover exclusively speech and speech therapy assistance, without solving the problem of creating an inclusive multicultural environment in general.

Undoubtedly, an educational organization alone will not be able to cope with the issue of creating conditions for effective inclusive education for children from migrant families, an important factor is building social partnership and networking, which, unfortunately, is not carried out enough in the region, as noted by respondents. A positive example is the interaction of the Department of Social Pedagogy and the organization of work with youth of the Faculty of Social Management of the Yaroslavl State Pedagogical University named after K.D. Ushinsky with the Yaroslavl regional branch of the Assembly of Peoples of Russia. The cooperation includes scientific and methodological cooperation, joint seminars, practice-oriented events, and round tables. In our opinion, such a partnership should be given attention not only to individual faculties, but also to educational institutions of secondary vocational and higher education, regardless of the profile of the vocational training programs being implemented, since the need to create effective conditions for the successful adaptation of people of different nationalities is an urgent issue of the education system as a whole.

Thus, it can be concluded that today in the Yaroslavl region, due attention is not paid to comprehensive pedagogical support and socio-cultural adaptation of children of foreign citizens. In this regard, the creation of resource centers for the education and upbringing of people of different nationalities in educational organizations where education is conducted in Russian, holding conferences and seminars with the participation of teachers from different countries and republics, especially those from which migration flows to Russia are particularly intense, is of urgent importance.

It is undeniable that it is necessary to create an inclusive environment in which conditions are created for the development and support of individual interests, motives of students, their participation in society, taking into account and relying on their national, cultural and religious characteristics. In this part, according to the results of our survey, over 75% of respondents note the wide opportunities for extracurricular activities and additional education. Examples can be the "Young Guide" programs, in which students from migrant families, using information and communication technologies, have the opportunity to show creativity and knowledge of the history of their nationality, native territories, creating virtual excursions and routes. In some educational organizations, children of different nationalities are successfully integrated into the educational environment by participating in the publication of school newspapers, in which they are responsible for thematic sections on nations and nationalities. Active life activities that affect the successful adaptation of students of different nationalities are facilitated by their involvement in creative musical, choreographic and theatrical groups, where they have the opportunity, on the one hand, to get acquainted with Russian culture, on the other hand, to broadcast the culture of their nationality through songs, dances, artistic word, on the third - in the presence of microgroups of one nationality – to engage in by improving national genres, preserving the history of their people.

One of the means of inclusive education and successful inclusion in the educational environment in general, the peer group in particular, is the voluntary (volunteer) activity of children from migrant families. Interaction within a multinational group in socially significant activities undoubtedly has a positive impact on the development of intercultural communication, tolerance, solidarity, tolerance, goodwill among participants, creating conditions for self-realization, satisfaction of individual needs and the formation of socio-personal qualities necessary for life in a multicultural and international society.

A psychological and pedagogical analysis of the current state of the system of organizing pedagogical activities with students from migrant families in the Yaroslavl region has revealed a number of objective shortcomings and existing difficulties, while there are positive and promising experiences of individual educational organizations that need to be supported and broadcast in the municipal and regional education system. The most relevant areas are: scientific and methodological support, information and educational work, social partnership and networking, organizational and substantive content of teaching activities, staffing of the multicultural educational environment in general and inclusive education in particular.

We conducted a study of the opinion of the subjects themselves of the real level of development of the multicultural educational environment among students from among migrant children, having surveyed 50 students of grades 8-11 (who do not have identified disabilities), their classmates in the number of 210 people from 26 schools in Yaroslavl.

At the first stage, we conducted a survey of classmates of students from migrant families, aimed at highlighting the most acute problems of successful inclusion of people of other nationalities and cultures in the peer group. The participants were asked to choose problems that, in their opinion, impede the effective interaction of persons from migrant families with classmates, teachers and the school environment. The survey results are shown in Figure 1.

Turning to the survey results, we note the predominance of problems affecting the successful inclusion of migrant children in the educational organization environment, related to poor knowledge of the Russian language (90%), ignorance of local traditions, accepted norms and rules (70%), as well as the lack of additional classes for migrant children (85%) and joint activities aimed at mutual familiarization with national and cultural characteristics (75%). At the same time, respondents note that they themselves have insufficient knowledge about the national, religious and cultural characteristics of classmates who came from other countries (80%). In addition, only 30% of respondents believe that teachers' insufficient knowledge of the characteristics of students related to their religion and nationality is problematic.

On the positive side, only 12% say that the national, religious and cultural characteristics of migrant children themselves are problematic.

Figure 1. The results of the survey on the problems of successful inclusion of people of other nationalities and cultures in the peer group

The next step was a survey of students from migrant families, aimed at highlighting by respondents the most pressing problems of their successful inclusion in the peer group. Participants were asked to choose problems that, in their opinion, impede effective interaction with classmates, teachers and the school environment. The results of the survey processing are shown in Figure 2.

Analyzing the results of the survey, we note the predominance of problems affecting the successful inclusion of migrant children in the educational organization, in their opinion, related to poor knowledge of the Russian language (92%) and individual subjects (74%), ignorance of local traditions, accepted norms and rules (72%), as well as lack of additional classes (94%) and joint activities to familiarize themselves with national and cultural characteristics (80%). At the same time, respondents note that peers have insufficient knowledge about their national, religious and cultural characteristics (80%). In addition, 76% of respondents believe that insufficient knowledge of teachers about the characteristics of students related to their religion and nationality is problematic. Unlike their peers, who did not identify national and religious characteristics themselves as a problem, migrant children in 62% of cases attributed local and national characteristics of their peers to problems preventing their successful inclusion in the environment. 28% of respondents noted the reluctance of the majority of peers to communicate with them, which exceeds the indicator on this issue among the majority. Thus, it can be concluded that, in general, the significance of the identified problems in the groups coincides, while the significance of the problems assessed by students from migrant families as predominant exceeds the corresponding results in the group of their peers.

Figure 2. The results of the survey on the problems hindering effective interaction with classmates, teachers and the school environment

Let's pay attention to the rather low rates in terms of the unwillingness of subjects to interact with each other: on the part of the majority of the team, 5% note an unwillingness to interact with the arrived students, 10% indicate an unwillingness of the arrived children themselves to interact in the team, and on the part of students from migrant families - 28% believe that the majority does not want to interact and 8% they note their own reluctance. Therefore, we decided to additionally conduct a study of the level of tolerance among students from the majority and students from migrant families. We used the express questionnaire "Tolerance Index" (G.U. Soldatova, O.A. Kravtsova, O.E. Khukhlaev, L.A. Shaigerova), which allows us to assess both the general level of tolerance and separately the levels of development of ethnic, social tolerance and tolerance as personality traits. The results are shown in Figure 3.

Figure 3. The study of tolerance in a multicultural educational environment (in the majority group)

Analyzing the results presented in Figure 3, we can conclude that there is an insufficiently formed tolerance among adolescents, both general and ethnic. An extremely small number of respondents show a high level of tolerance (7-10%), while a fairly large number of people with low tolerance (35-50%) are found. These results contradict the previously obtained data that only 5% of students report as a problem unwillingness to interact with classmates from migrant families. Thus, one of the factors influencing the effective organization of a multicultural educational environment is revealed – a medium-low level of tolerance among adolescents, which undoubtedly negatively affects the inclusion of persons of other nationalities in the peer group. The next step in our study was to study the level of tolerance of students from migrant families themselves using the questionnaire mentioned above. The results are shown in Figure 4.

Figure 4. Studying tolerance among students from migrant families

Analyzing the results, we note that among teenagers from migrant families, like their peers, there is a medium-low level of tolerance formation (40-50%), which also contradicts previously obtained data that only 10% of visiting students do not want to interact with their peers. This once again confirms the conclusion that the insufficient level of development of general, ethnic and social tolerance in building an effective inclusive multicultural educational environment is an obstacle. To confirm or refute our findings, we conducted an additional diagnosis of the level of tolerance development among adolescents using a Questionnaire to measure tolerance/intolerance (P.V. Stepanov). The first step was to re-examine tolerance among teenagers, whose team included classmates from migrant families. The results are shown in Figure 5.

Figure 5. The study of tolerance/intolerance in a multicultural educational environment (in the majority group)

The results presented in Figure 5 confirm the previously obtained data that tolerance is insufficiently formed among adolescents, whose team includes peers from migrant families. This may indicate that, on the one hand, adolescents recognize and accept cultural pluralism, show respect for the most diverse socio-cultural groups, but at the same time may have a tendency to separate (often unknowingly) some cultural prejudices, use stereotypes against representatives of certain cultures. At the same time, persons with identified intolerance are found, i.e., consciously refusing to understand and accept peers of other nationalities, a negative attitude towards them and, possibly, demonstrating their hostile attitude. All these identified features confirm once again that one of the factors influencing the effectiveness of an inclusive multicultural educational environment is the level of tolerance development of its subjects. The completion of the study of tolerance in the multicultural environment of adolescents was the use of P.V. Stepanov's questionnaire for adolescents from migrant families. The results are shown in Figure 6.

Figure 6. Study of tolerance/intolerance among students from migrant families

The results shown in Figure 6 also confirmed the earlier conclusion that adolescents have insufficiently formed tolerance towards representatives of other cultures, in this case, the majority cultures (more than 70% show a low level). At the same time, a fairly large percentage (4%) of people with a high level of intolerance are identified in this group.

Russian Russian is the main problem in an inclusive multicultural educational environment, according to the subjects of the children's collective: ignorance of the Russian language by visiting students, lack of mutual knowledge about cultural, religious and national characteristics, lack of additional classes for children from migrant families to learn the Russian language and local traditions, as well as joint educational activities to study cultures and national characteristics of each other inside the team. Despite the denial by the teenagers themselves of their unwillingness to interact with each other, an insufficient level of formation of common and ethnic tolerance on both sides (the majority and the included group) is revealed, which will undoubtedly have a negative impact on the effectiveness of an inclusive multicultural educational environment.

Conclusion

Summing up the results of the study, we will draw the following conclusions:

1. Theoretical and methodological analysis confirms that the development of a multicultural educational environment is a necessary condition due to increased migration flows of the population. Educational organizations should create conditions for building a multicultural educational environment, not only to solve the problems of teaching and raising migrant children, but also to enrich the culture of students of the dominant ethnic group.

2. Pedagogical analysis of the current state of the system of organizing pedagogical activities with students from migrant families in the Yaroslavl region has revealed a number of objective shortcomings and existing difficulties, while there is a positive and promising experience of individual educational organizations that must be supported and broadcast in the municipal and regional education system. The most relevant areas are: scientific and methodological support, information and educational work, social partnership and networking, organizational and substantive content of teaching activities, staffing of the multicultural educational environment in general and inclusive education in particular.

Russian Russian language 3. In the opinion of the subjects of the children's collective in an inclusive multicultural educational environment, the main problems are: ignorance of the Russian language by visiting students, lack of mutual knowledge about cultural, religious and national characteristics, lack of additional classes for children from migrant families to learn the Russian language and local traditions, as well as joint educational activities to study cultures and national characteristics each other within the team. The study of parents' opinions confirms the conclusion that today the educational environment is not inclusively accessible when it becomes multicultural.

4. The main problems highlighted in the course of the study are equally significant for both adult educators and parents, as well as for adolescents.

5. Today, the inclusive multicultural educational environment is at a fairly low level of development, problems related to the complexity of communication, knowledge of cultural, religious and national characteristics, as well as an insufficiently organized and effective system of psychological and pedagogical support prevail.