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The article is dedicated to the analysis of the concept of “multicultural education” in the context of the development of an inclusive society, in particular, on the comparison on the implementation of multicultural component in the Russian educational system and the experience and implementation of a multicultural educational environment and bilingual education in Germany. The authors consider the adaptation and integration of migrants as one of the most important humanistic priorities of educational activities, the implementation which requires active participation of the entire education system in accordance with the “concept of state free migration policy of the Russian Federation „for the period up to 2025, which prioritizes the tasks of assisting migrants in the process of social and cultural adaptation and integration, e.g. on the topic of speech development, interaction and the improvement of the system of measures, that ensure respect the attitude of migrants to the culture and traditions of the host community. Multicultural education in Russia is viewed in the context of a multinational environment and migration policy. One part oft he article is to analyze the concept of a teachers multicultural (intercultural) competence as non-an integral part of general pedagogical competence. The need to develop a teacher‘s multicultural worldview has to be put in the context of the migration policy development, diversity and globalism of intercultural relations and intercultural communication. The authors are explaining an example of Russian practice implementing a multicultural educational environment and development experience (bi) multicultural environment on the example of the federal state of Berlin. The educational practice and policy will be shown on the implementation of bilingual education in preschool and school organizations, technologies for integrating bilingual children, migrant children, examples of identifying the level of language development (testing of bilingual children for knowledge of the German language). The article describes cognitive development features of bilingual children, considering the connection in the picture the world of the child of several cultures, which is primarily manifested at the linguistic level and special communication skills. The article substantiates the importance of language development, relevance and the need for an inclusive aproach in the process of integrating children, carriers of bilingual and bicultural component of personality. Multicultural, multi-confessional environment is defined as social inclusion, but inclusive education is set in the context of cultural diversity. A social inclusive approach is seen as a necessity for the successful implementation of polycultural education.