Moldavian and Ukrainian societies are deconstructing traditional (inherited) welfare institutions, being under extremely complicated transformative challenges, struggling with economical burdens, polarization and poverty affection.  Deconstruction of the “old” system of special education (SpE) towards inclusion is one challenge. A process of constituting “new” systems of education, making attempts to embed SpE in mainstream education, is acknowledging deinstitutionalization as an inevitable stage of this process. When poverty affects this process, different types of resistance from families of children with disabilities (FChD) appear. Historically and ideologically the Soviet system of SpE was constructed based upon the earliest social projects where the state took full responsibility for children with special needs (SNCh), satisfying their basic needs, accommodating them in special institutions (SpInst). It means that FChD were treated by the state as those who need permanent social-economical support. Critically reflecting upon the inherited system of SpE it is evident that several generations of children grown out of becoming parents themselves, accepted this system as extra resources. In the current situation of poverty, these parents, protecting their children from family economic burdens are turning to the “old” system “intentionally putting” their children in these SpInst reproducing a family poverty circle. A negative effect of this process is a rather big number of SNCh who have not reached mainstream inclusive schools because of the lack of family resources (when SpInst get closed). My research is focusing on what ways could be found to overcome traditional assistance of SpE for SNCh as a system which reproduces unfreedoms in poverty and disability.