The study investigated the effectiveness of sign language-aided instruction in enhancing the skill development and employability of deaf and hard-of-hearing (DHH) learners in carpentry and joinery trade within Technical and Vocational Education and Training (TVET) centers. A descriptive survey design was adopted, and responses were obtained from 73 carpentry and joinery instructors using structured questionnaires. The internal consistency of the instrument items was determined by the use of Cronbach alpha reliability method and 0.86 reliability coefficient was obtained. Data were analyzed using mean, standard deviation, and t-test statistics. Findings revealed that sign language-aided instruction significantly promotes cognitive, psychomotor, and affective skill development, while also enhancing learners’ employability and potential for sustainable self-employment. Results further indicated no significant gender differences in instructors’ perceptions, suggesting shared views on the strategies and potentials of integrating sign language into vocational training. Based on these findings, the study recommended that TVET institutions formally integrate sign language-aided instruction into carpentry and joinery curricula to promote inclusivity and improve the employability index of DHH learners.