Miles M
Int J Educ Dev. 1998;18(6):487-99. doi: 10.1016/s0738-0593(98)00053-4.
Since the 1770s, formal knowledge about conditions later known as mental retardation (learning difficulities/disabilities) slowly accumulated with civil administrators, physicians, psychologists and teachers in East Bengal/Bangladesh. Factors in this growth of knowledge are reviewed. Most people with mental retardation and their families managed without professional advice. Some children with mental retardation were casually integrated in ordinary schools. Rooted in local cultures and concepts, the accumulated knowledge and experience of both families and professionals should be recognized, formulated and used in modern disability service planning. It risks being obscured by imported knowledge having greater prestige but less relevance.
自18世纪70年代以来，东孟加拉/孟加拉国的民政管理人员、医生、心理学家和教师对后来被称为智力迟钝（学习困难/障碍）的病症的正式认识逐渐积累。本文回顾了这一知识增长的因素。大多数智力迟钝者及其家庭在没有专业建议的情况下生活。一些智力迟钝儿童被随意安排进入普通学校就读。家庭和专业人员积累的知识和经验植根于当地文化和观念，在现代残疾服务规划中应予以认可、梳理并加以利用。这些知识和经验有可能被更具声望但相关性较低的舶来知识所掩盖。
