Academic integrity is a core issue at all higher education institutions. Repetitive qualified contact with members of a different group, such as deaf students, can result in more positive educational integrity between them and hearing peers or faculty. This study investigated the educational integrity of deaf students, peers, and faculty influenced by their attitudes through contact frequency or quality in the inclusion process. The study sample included university undergraduate deaf students and peers, totaling 144 and 720 students, respectively, and 96 academic faculty members. Three questionnaires were used to examine the attitudes of deaf students, hearing peers, and faculty. The findings revealed that the majority of deaf students, hearing students and faculty were open to the inclusion process. Frequency of contact, rather than quality of contact, significantly influenced hearing peers' and faculty members' attitudes. However, contact quality was more important than frequency of contact for positive attitudes of deaf students. Both undergraduate deaf and hearing students, besides faculty, perceived gains from inclusion processes through increased cognitive, affective, and behavioral skills, implying that inclusive practices promote academic integrity behavior.