Introduction Inclusive education has been the focus and a major challenge for many educational systems worldwide (Srivastava et al., 2015). Inclusive education aims to ensure that learners with diverse needs and preferences (such as learners with disabilities) can have equal opportunities in accessing learning resources, services and experiences in general (Florian & Linklater, 2010). Therefore, inclusive education can reduce inequalities and increase the competences of all people, independently from their diverse needs and preferences, leading to increased innovation and productivity and, subsequently, to long-term economic viability (Hanushek & Woessmann, 2010; UNESCO, 2005). In order to support inclusive education, specific educational design frameworks have been proposed such as Differentiated Instruction (Tomlinson & McTighe, 2006) and the Universal Design for Learning (UDL) (Meyer et al., 2014; CAST, 2014; Rose & Meyer, 2002). These frameworks recognize the broad diversity of learners with respect to ability, language, culture, gender, age and other forms of human difference and they provide specific educational design guidelines to ensure accessibility of all learner types to the learning environment. UDL has been recognized as the mostly used framework for the design and development of curricula that is effective and inclusive for all learners (Hall et al., 2012). At the same time, teachers are provided with ample opportunities for freely accessing a wide number of Open Educational Resources (OERs) that are available through existing OER initiatives developed by large organizations/institutions such as UNESCO OER Community, Open Education Europa, Carnegie Mellon Open Learning Initiative, MIT's OpenCourseWare, Stanford's iTunes and Rice University's Connexions or by communities/consortia such as MeRLOT and OER Commons (Zervas et al., 2014a; Conole, 2013; UNESCO, 2012). Within this context, teachers are expected to be able to select and appropriately transform and/or augment (following the UDL principles), OERs to fit their learners' diverse needs towards delivering inclusive learning experiences (Treviranus et al., 2014). This calls for developing specific teachers' competences towards effectively engaging them in the aforementioned process. essential competences that are needed in order for a teacher to be considered as inclusive'' have been identified in the Competence Framework for Inclusive Teachers (CFIT), which has been developed by a major European initiative namely The Teacher Education for Inclusion (TE4I) (Watkins & Donnelly, 2013). As a result, teacher professional development programmes that aim to train teachers in the process of designing inclusive learning experiences should be aligned with CFIT. main goal of this paper is to present the design, implementation and evaluation of a teacher professional development program (PDP) aligned with the CFIT, for designing inclusive OERs by applying the UDL principles. proposed teacher PDP has been developed in the context of a European initiative, namely the Inclusive Learning Project (Zervas et al., 2014b). results from the evaluation of the teacher PDP demonstrated its added value for developing teachers' competences towards designing inclusive learning experiences for their students. remainder of the paper is organized as follows: following this introduction, the background section provides an overview of UDL and its main principles, as well as an overview of the CFIT framework and its main competence areas. next section presents and discusses existing teacher professional development programmes on inclusive education, in order to identify their limitations in terms of scope and appropriately inform the scope of the proposed teacher PDP. Afterwards, we present our proposed teacher PDP and more specifically the delivery method adopted, the training modules developed and how they are aligned with CFIT, as well as the assessment method selected. …