With the inclusion of Special Education Needs (SEN) students in public schools in many countries, there are increasing demands for designing professional development (PD) programs that meet the needs of in-service teachers in inclusive education settings. This paper proposes a framework for creating a PD program for in-service teachers who are teaching SEN students. Based on the results of a need assessment questionnaire and interviews administered to a group of in-service teachers in Egypt, the researcher suggests some guidelines for designing PD programs for in-service-teachers in inclusive contexts. The framework describes the program objectives, content and materials, assessment tools, timing, and duration, and the potential challenges and ways to overcome them.