Abstract
The present study focuses on the use of politeness in teacher-student interaction in a Special Education institute in Pakistan. Using the concepts of Brown and Levinson (1987) and Leech (2014), visually impaired students in grade 8th were observed using or flouting politeness strategies and maxims in the classroom. The results show that the students used both positive and negative politeness strategies. The students repeatedly used negative politeness strategies in order to maintain social distance and to avoid imposition on the teacher. Also, they used maxims of modesty and obligation more frequently than the other maxims. Moreover, it has been observed that these students usually remained quiet and asked fewer questions during class. This research is significant in providing future researchers with a framework to work specifically in the domain of Special Education not only in Pakistan but also globally and will facilitate the development of pedagogical methods for inclusive education.
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