The current research aims to reach The Requirements for professional development of female teachers for inclusion in kindergarten stage in light of American Experience, through benefiting from the trends and experiences of some developed countries in this field such as (the United States of America), and the research has relied on the descriptive approach to achieve this,  Where the study sample consisted of (350) teachers, and in order to achieve the goal of the research, a questionnaire was constructed to assess the availability of professional development requirements for inclusion children's teachers. The results indicated that the requirements that contribute to achieving the professional development of teachers of inclusion children in kindergarten are not met. therefore, some recommendations and proposals were presented that contribute to activating the professional development of the teacher of inclusion children.