ISSN: 2782-893X
eISSN: 2799-0664
ISSN: 2782- 893X
— This paper examined the lived experiences of Filipino Sign Language (FSL) trainers in equipping regular classroom teachers to teach in inclusive settings in the public schools of the Division of Rizal. The study employed a qualitative phenomenological design to investigate how trainers support teachers in creating inclusive environments, particularly for Deaf learners. Sociocultural Theory, the Zone of Proximal Development, and Transformative Learning Theory informed this research. The study aimed to gather firsthand reports from trainers who were directly involved in promoting inclusive classroom environments. In this study, data were collected through in-depth, semi-structured interviews with ten FSL trainers, specifically selected for their formal training in Filipino Sign Language and experience in conducting workshops with teachers. The seven-step method of Colaizzi was employed to analyze the statements, allowing the researcher to make sense of them and interpret the data to identify common themes among the trainers. The results show that there were six major emerging themes: (1) Structural Challenges, (2) Training Design and Delivery, (3) Inclusive Implementation and Classroom Impact, (4) Institutional Support and Resource Accessibility, (5) Cultural and Linguistic Affirmation, and (6) Professional Development and Recognition. These themes reveal not only the strengths of current FSL initiatives but also the persistent issues, such as short training periods, absence of post-training follow-up, and limited resources, that hinder their sustainability. Based on the acquired knowledge, the study presented the V.O.I.C.E. Framework, a holistic model grounded in Visual strategies, Openness to Deaf Culture, Inclusive teaching practices, Community involvement, and Empowered educators. The primary objective of such a framework is to outline a feasible strategy that enhances the inclusion of Filipino Sign Language and promotes inclusive practices in educational settings. By doing so, it will help make Deaf learners even more included and prepare them for the fact that FSL is to become a part of their daily classroom life and experience. The research concludes that regular capacity-building programs, enhanced administrative support, and increased recognition of FSL trainers in inclusive education activities should be recommended. Keywords — Filipino Sign Language, FSL Trainers, Framework, Inclusive Education, Sign Language, Training