UP Pioneers Inclusive Education: Integrated Schools For Divyang Students Take Shape In 7 Districts

Lucknow: In a decisive shift from segregation to integration, the Yogi Adityanath-led Uttar Pradesh government is advancing an ambitious initiative to mainstream children with disabilities into the formal education system. The state is developing Integrated Special Secondary Schools, institutions where students with and without disabilities study together under one roof. Model schools have already been made operational in seven districts: Auraiya, Lucknow, Kannauj, Prayagraj, Azamgarh, Ballia, and Maharajganj. These schools currently serve around 325 Divyang students, including those who are visually impaired, hearing impaired, orthopedically challenged, or intellectually disabled.

The shift marks a move away from earlier systems, where children with disabilities were largely educated in isolated institutions. The new model focuses on shared spaces, equal access, and mutual learning. Facilities such as ramps, wheelchairs, Braille books, hearing aids, and dedicated special educators are being provided to make classrooms accessible and inclusive. More such integrated schools are under construction in Ghaziabad, Mirzapur, Etah, Pratapgarh, Varanasi, and Bulandshahr, signaling a wider state-level rollout. The goal is not only to ensure that Divyang students receive education but to do so in an environment that fosters inclusion, dignity, and growth.

The state’s move has drawn praise for its intent and urgency, but questions remain. Experts argue that sustainable inclusion demands more than infrastructure—it requires systematic teacher training, curriculum redesign, and regular monitoring to ensure that students with disabilities are not merely present in classrooms but are actively engaged and supported.

The government claims that integrated education is key to real empowerment, giving all children, not just the able, a more empathetic, inclusive outlook. Minister of State for Divyangjan Empowerment, Narendra Kashyap, said, “This is not a welfare model—it’s an opportunity model. By sharing the same classroom, we are building shared futures.”
Ultimately, the success of this initiative will rest on how well it bridges the gap between policy and practice. As more schools are developed, stakeholders will watch closely to see whether Uttar Pradesh can set a true national benchmark for inclusive education. 

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