In this study, we reported the results of the FIRD Project (Unict) finalized to realize the aptical version of the Test of Divergent Thinking (Williams, 1994) and the Colored Progressive Matrices (Raven, 1962) for blind adolescents and to activate strategies functional to empower the deficient creative abilities. The Test of Divergent Thinking measures the five factors of divergent thinking (fluidity, flexibility, originality, elaboration, and production of titles); the Colored Progressive Matrices analyze the logical-spatial skills. We reported the performance reached by three male adolescents, one born blind, one visually impaired from birth, and one born sighted and then become blind. The qualitative analyses allowed us to discover high levels of criticality mostly in the performance of the born blind adolescent both in relation to creative abilities and logical-spatial skills with limits in verbal production and high rigidity in the creation of specular shapes, while good performance by adolescent who became blind. These results indicate the need to early and systematically intervene also in the scholastic context in order to implement the deficit abilities.