Lakhasly

Macrosystem The different systems at the first three levels express different ideo- logical, economic, historical and political values and conditions.Adapted learning forms and prerequisites can guarantee the realization of the "equal value for all" argument (Sangiovanni, 2017). On the other hand, universities usually have adapted examination forms for students with dyslexia. For example, students with dyslexia are offered an extended examination time or other adapted examination forms where possible. At the macro level, it can be significant to invest in a culture of tolerance that needs to be conveyed in society so that "everyone's equal value" becomes the decisive factor that can guide the rules and behav- iour of individuals, thereby making it easier for those with different circumstances to feel safe at the same level as others.Concluding remarks Theories around developmental psychology or educational psy- chology bring out a holistic perspective where society, university and students in class have different roles to play in order to further develop students' personality, especially students with dyslexia.Learning and the learning environment as dictated by these theories can 5

Osama.A.B. Hassan enable the production of pedagogical and didactic methods to stream- line the learning of students with dyslexia within the framework of university education.The fourth level of Bronfenbrenner's ecological systems model consists of institutions at the societal level that affect all the previous systems, such as society, laws, conventions and traditions (Crawford, 2020).By applying the principle that everyone has the right to receive an equal education and to develop as far as possible based on their conditions, society at the macro level can create a safe learning environment that includes stu- dents who have dyslexia (or other disabilities).6.8.7.

Macrosystem
The different systems at the first three levels express different ideo- logical, economic, historical and political values and conditions. The fourth level of Bronfenbrenner’s ecological systems model consists of institutions at the societal level that affect all the previous systems, such as society, laws, conventions and traditions (Crawford, 2020). For example, centrally made decisions can have negative or positive con- sequences for the family or the individuals.
6.8. How does the macro system work for students with dyslexia?
The media, TV, the internet and traditions can influence how in- dividuals behave towards others who have special needs. By applying the principle that everyone has the right to receive an equal education and to develop as far as possible based on their conditions, society at the macro level can create a safe learning environment that includes stu- dents who have dyslexia (or other disabilities). Adapted learning forms and prerequisites can guarantee the realization of the “equal value for all” argument (Sangiovanni, 2017). On the other hand, universities usually have adapted examination forms for students with dyslexia. For example, students with dyslexia are offered an extended examination time or other adapted examination forms where possible.
At the macro level, it can be significant to invest in a culture of tolerance that needs to be conveyed in society so that “everyone’s equal value” becomes the decisive factor that can guide the rules and behav- iour of individuals, thereby making it easier for those with different circumstances to feel safe at the same level as others. Different condi- tions include different rules, norms and agreements that may not be understood by others, and this can apply to a group, an ethnicity, a country, a society, a culture or a family. It is important that we become more tolerant, inclusive and non-discriminatory so that students with dyslexia or learning disabilities should not feel that university is an additional source of frustration or isolation. As reported by Riddick et al. (1999), students with dyslexia can have inferior levels of self-esteem and higher levels of anxiety and depression.
Communication and understanding are fundamental for being able to break the boundaries, because – as mentioned earlier – the individual develops through interaction with his or her own environment. Against this background, the macro system seems to be the most influential when it comes to students with dyslexia (or even with other special needs).
7. Concluding remarks
Theories around developmental psychology or educational psy- chology bring out a holistic perspective where society, university and students in class have different roles to play in order to further develop students’ personality, especially students with dyslexia. There is a sim- ilarity between Bronfenbrenner’s ecological system theory and the so- ciocultural perspective which means that the individual’s education/ development is conditioned by both cultural and social conditions. Learning and the learning environment as dictated by these theories can
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Osama.A.B. Hassan
enable the production of pedagogical and didactic methods to stream- line the learning of students with dyslexia within the framework of university education.
In a sociocultural perspective, a learning process should be seen as a systematic collaboration between the teacher and the student. From this point of view, interaction with the environment is crucial for develop- ment and learning. The university has a responsibility to give such students the opportunity to use tools for understanding and learning, as well as to review what is required for any adaptations and aids so that the student can participate as much as possible in their learning activ- ities. In most cases, what makes it easier for students with dyslexia also seems to be good for other students.
Although most students with dyslexia may have already been iden- tified with their specific learning difficulty at the beginning of their schooling and are prepared with the compensation/adaptation skills. However, some university students with dyslexia may still experience some learning difficulties due to the new learning environment. This situation may create a low self-esteem and self-efficacy (Brunswick & Bargary, 2022). In general, it is the university teachers who should be made aware of students with dyslexia who mostly need specific ac- commodation in the teaching and assessment process.
It is important to prioritize adapted examination and assessment forms for students with dyslexia so that they can demonstrate their level of learning in accordance with their needs and conditions. In this context, it is observed that students with dyslexia often skip sentences or a specific solution step when answering exam questions, in the belief that these are taken for granted. Consequently, the examiner may need to keep this in mind when assessing exams.
Declaration of competing interest
The authors declare that they have no known competing financial interests or personal relationships that could have appeared to influence the work reported in this paper.